1. education
2. school

LUANDA INTERNATIONAL SCHOOL
POLICY MANUAL
APPROVED BY THE BOARD OF DIRECTORS
OF THE LUANDA INTERNATIONAL SCHOOL ASSOCIATION
1.00
The School and its Goals
2.00
The Board of Directors
3.00
Fiscal Management
4.00
Business Management
5.00
Personnel Management
6.00
Instruction
7.00
Students
8.00
Community and Inter-Organization Activities
9.00
Safety and Security
10.00 Definitions
Luanda International School, Policy Document
REVISION RECORD
REF #
DATE APPROVED BY BOARD
COMMENT
1
April 2003
Sections 1 - 4
2
May 2003
Mainly Section 5
4
June 2003
Various changes
5
September 2003
Mainly Section 7
6
October 2003
Review of work to date
7
November 2003
Approval by LIS Board
8
December 2003
Publish
9
December 2005
All Sections review
10
March 2007
All sections review
11
July 2009
All sections review
12
May 2011
Thorough review and rewrite for
approval by the Board. All sections
13
June 2013
Partial review mainly enrolment
13
March 2014
All sections review
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1
THE SCHOOL AND ITS GOALS
1.0
INTRODUCTION
1.0.1
PURPOSE OF THE POLICY MANUAL
The purpose of this Policy Manual is to supplement the Articles of Association of the
Luanda International School Association (“LISA” or the “Association”) by defining in
detail those matters of policy related to the operation of the Luanda International
School (the “School” or “LIS”). The Policy Manual is a working document for
providing the framework within which the Board of Directors and its Committees, the
Director of the School and employees will carry out the responsibilities entrusted to
them by the Luanda International School Association. Each employee and LIS
community member will be provided with access to the current Policy Manual, which
will be kept in the school library and be available in digital form on the internet.
1.0.2
DEVELOPMENT AND REVIEW OF THE POLICY MANUAL
All policies are developed by the School and approved by the Board of Directors. The
Policy Manual is to be reviewed periodically by a committee of the Board of LISA to
determine the need for revision or updating. During this review process, changes to
the Articles of Association may be proposed and they are to be brought forward to
the Board of Directors for consideration and approval.
1.0.3
AMENDMENTS TO THE POLICY MANUAL
Any amendment of these policies shall require a majority vote of all Board Members
present at a regular meeting of the Board.
1.1
SCHOOL LEGAL STATUS
The Luanda International School Association is registered in the Register of
Associations in Luanda, and is the legal and financial authority of the Luanda
International School. Governance of the School is delegated by LISA to the Board of
Directors (the “Board”). Should LISA be dissolved the procedure to be followed is set
out in Article 19 of the Articles of Association.
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1.2
SCHOOL PHILOSOPHY AND PURPOSE: ITS MISSION, VALUES AND
OBJECTIVES
1.2.1
MISSION STATEMENT
Our Mission – the reason we exist:
Driven by the International Baccalaureate philosophy, LIS builds the skills and
attitudes of each member of our community, shaping adaptable and
knowledgeable individuals who meet challenges with confidence.
1.2.2
VALUES AND OBJECTIVE S
Our Values – the framework within which we work to fulfill our Mission is
underpinned by our Values. These are the principles which govern all we do:
Clarity
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of thought
of intent
of vision
Sustainability
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through providing the skills for lifelong learning
through a commitment to professional development and quality
recruitment
through financial stability and planned growth
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in academic content
in assessment
in flexible strategic planning
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for difference
for our host culture
for our environments
Rigour
Respect
Our Objectives – the aims of the school, founded on our Mission and Values:
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To deliver the three International Baccalaureate Programmes through highquality teaching so that the balance of skills, attitudes and knowledge
attained can be transferred seamlessly to other schools.
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To communicate clearly with the whole school community, using mothertongue languages as appropriate.
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To celebrate the wealth of languages spoken by members of the school
community and continually to ensure that the power of language is used to
enhance relationships, never to harm them.
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To instill in all members of our community a willingness to respect and
understand difference, to evaluate differing viewpoints using clear moral
principles and to appreciate and focus on the commonalities shared by us all.
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To foster a culture of learning in which all members of the LIS community are
encouraged, within a safe and secure environment, to take conceptual risks
that will carry us beyond our social and academic comfort zones.
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To set continually evolving goals, within clear strategic frameworks, that will
ensure the sustained progress of our students, our staff and our school.
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To review regularly, through structured reflection, the degree of success with
which the Mission, Values and Objectives of the school are being followed.
1.2.3
STUDENT PROFILE
The IB Learner Profile is a description of the qualities we wish to see in our students
and all members of the school community. The attributes and dispositions we strive
to encourage in our students are as follows:
INQUIRERS:
Their natural curiosity is nurtured. They acquire the skills necessary to conduct constructive
inquiry and research, and become independent active learners. They actively enjoy learning
and this love of learning will be sustained throughout their lives.
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CRITICAL THINKERS:
They exercise initiative in applying thinking skills critically and creatively to approach complex
problems and make reasoned decisions.
COMMUNICATORS:
They understand and express ideas and information confidently and creatively in more than
one language and in a variety of modes of communication.
RISK-TAKERS:
They approach unfamiliar situations with confidence and forethought, and have the
independence of spirit to explore new roles, ideas and strategies. They are courageous and
articulate in defending those things in which they believe.
KNOWLEDGEABLE:
They explore concepts, ideas and issues which have global relevance and importance. In so
doing, they acquire, and are able to make use of, a significant body of knowledge across a
range of disciplines.
PRINCIPLED:
They have a sound grasp of the principles of moral reasoning. They have integrity, honesty,
a sense of fairness and justice, and respect for the dignity of the individual.
CARING:
They show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to action and service to make a positive difference to the
environment and to the lives of others.
OPEN-MINDED:
Through an understanding and appreciation of their own culture, they are open to the
perspectives, values and traditions of other individuals and cultures and are accustomed to
seeking and considering a range of points of view.
WELL-BALANCED:
They understand the importance of physical and mental balance and personal well-being for
themselves and others. They demonstrate perseverance and self-discipline.
REFLECTIVE:
They give thoughtful consideration to their own learning and personal development. They are
able to analyze their strengths and weaknesses in a constructive manner.
1.2.4
HOST COUNTRY GOVERNMENT RELATIONSHIPS
The Board will do all within its power to develop and maintain excellent relations with
relevant local, regional and national government authorities and agencies.
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The Board also cultivates tangible and positive relationships between the School and
the community of Luanda, in order to ensure that our students will benefit as much as
possible from the educational and cultural resources of the community they live in. In
turn our students will, where feasible, engage in community service activities that
benefit the local community.
1.2.5
PARENTS’ INVOLVEMENT
The Board endorses the concept that parent participation in the affairs of the School
is essential if the School is to attain and sustain the high level of educational
excellence our students deserve. All parents are encouraged to express ideas,
concerns, and suggestions about the School, Director, and employees. The Board
encourages individual parents who are especially qualified because of interest,
training, experience or personal characteristics to contribute their talents to the
School and its programmes. From time to time such persons may be invited to act
as resources or advisers to the School. Parents are encouraged to express their
ideas, concerns and suggestions directly with the Principal and/or Director.
1.2.6
EMPLOYEE INVOLVEMENT
The Board encourages employee participation in decision making for the School.
Such participation shall include, as deemed appropriate by the Director, involvement
in:
a) Policy development
b) Professional protocol agreements
c) Budget allocations
d) Facilities planning
In the development of regulations and arrangements for the operation of the School
system, the Director shall include at the planning stage those employees who will be
affected by such provisions. In addition, teaching personnel shall be given
opportunities to contribute to curriculum development and the development of
policies and regulations pertaining to the educational programme.
The Director shall maintain open lines of communication for conferring with
employees to establish regulations specific to the School under his/her
administration. The Director shall ensure that employees are able to openly
communicate their ideas and suggestions pertaining to the operation of the School.
1.2.7
STUDENT INVOLVEMENT
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The Board believes that students, as individuals and as members of the School
community, should have opportunities to take responsibility for their own learning.
Learning to participate constructively in group decision making is an important part of
personal development. Students will be encouraged, in keeping with their level of
maturity, to take part in the development of educational policies and regulations that
affect them.
In general, such participation will be within class or School
organizations, such as the Student Council, which offer practice in self-government
and serve as a forum for the expression of student ideas.
1.2.8
NON-DISCRIMINATION
No person in the School shall be discriminated against on the basis of race, national
or ethnic origin, colour, religion, sex, age, or mental or physical disability. This policy
does not preclude any policy, programme or activity that has as its aim the
improvement of conditions for disadvantaged individuals or groups. For example,
remedial programmes for children with language, cultural or learning difficulties shall
not be considered “discriminatory” under the terms of this policy. The letter and spirit
of applicable human rights laws shall be carefully observed, enforced and supported,
so that all members of the School community may work together in an atmosphere of
mutual respect for individual difference.
This policy of non-discrimination shall prevail in all matters of instruction, course
selection, facility provision, the choice of instructional materials, the provision of
career guidance and counseling; and in all matters pertaining to cultural and
community relations. Specifically, the Board abhors and prohibits the distribution of
any material based on racial, sexual or religious prejudice, either inside the School,
on School grounds, or through misuse of confidential School data bases.
Any employee or student who observes or becomes aware of discrimination should
immediately advise his or her supervisor, teacher, or the Director.
1.2.9
HARASSMENT
The School does not tolerate physical/mental, sexual or cultural harassment.
The School is committed to nurturing and sustaining a community where diversity
and pluralism are accepted across lines of age, gender and culture. In our personal
and working relationships with staff, students, parents this commitment must be
upheld. Harassment is an act that creates an intimidating, hostile or offensive
environment about which any reasonable person could justifiably complain. The
defining feature of harassment is that the behaviour is offensive to the recipient in
that it breaches the trust and respect upon which personal and working relationships
are established.
Positive working relationships are achieved through firmness and reason rather than
through intimidation or force. All staff and students are expected to conform to the
regulations of the school and conduct themselves in ways that are respectful of
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themselves, others and the environment. Provisions for disciplining students are
made to allow other students to learn in an atmosphere which is safe, conducive to
the learning process, and free from unnecessary disruption.
The School defines physical/mental, sexual and cultural harassment as follows:

Physical/mental harassment is the unwanted use of force or mental
intimidation, however strong or weak, against an individual or group.
Harassment and discipline are two distinct behaviours. Harassment is
defined by behaviour that diminishes the dignity of a person. Discipline
obliges fair, consistent and honest treatment. Under extreme situations
intervention may be necessary to protect the safety or health of others or of
property, however, corporal punishment shall not be used in any form or at
any time.

Sexual harassment is unwanted conduct of a sexual nature affecting the
dignity of an individual or a group. Sexual harassment includes but is not
limited to any unwelcome sexual advances, comments, innuendo, or contact
that interferes with a person’s work performance or creates an intimidating,
hostile or offensive environment.

Cultural harassment is an unwanted hostile or offensive act or expression
against an individual or a group relating to colour, race, religion, ethnic or
national origins. Cultural harassment includes but is not limited to derogatory
name-calling, insults and racist jokes (i.e. any type of verbal abuse ranging
from belittling or suggestive remarks to threats), racist graffiti or ridicule of an
individual for cultural differences.
Any employee or student who observes or becomes aware of harassment should
immediately advise his or her supervisor, teacher, or the Director.
1.3
SCHOOL ORGANIZAATION
1.3.1
ADMINISTRATIVE ORGANIZATIONAL PLAN
In June of each year the Director shall develop an organizational chart for the School
which shall be submitted to the Board for approval. The approved organizational
chart shall be distributed to the School community prior to the beginning of each
school year.
1.3.2
SELECTION AND APPOINTMENT OF THE DIRECTOR
The Board shall appoint by at least a 2/3 majority a qualified Director for the School,
who is not a member of the Board, for a negotiated contract term of not more than
three years. The contract may be renewed at the option of the Board.
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The Director shall be a person of educational attainment, of good moral character
and executive ability, and who subscribes to the philosophy and mission statements
of the School. The Director should hold relevant qualifications, as determined by the
Board, from accredited and recognized institution/s of higher learning. In the event
that any vacancy occurs in the office of the Director, the Board will promptly fill such
vacancy by such means as it determines appropriate.
1.3.3
CONTRACT AND BENEFITS OF THE DIRECTOR
The Board shall be responsible for issuing the employment contract for the Director.
The Terms and Conditions of this contract shall include, but are not limited to
 a detailed job description describing the duties and responsibilities of the
position;
 the process for setting the Director’s annual performance goals and
objectives;
 the performance evaluation process;
 salary and allowances in accordance with, and within, the approved budgets;
 health and insurance programmes;
 housing, meals and transportation arrangements;
 attendance at professional development activities.
1.3.4 DIRECTOR’S ROLE AND RESPONSIBILITIES
The Director shall at all times act within the laws of the Republic of Angola.
The Director is responsible to the Board for
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carrying out the policies approved by the Board;
formulating and implementing the School’s educational programme;
the efficient day-to-day operation of the School;
fulfilling staff recruitment and retention guidelines;
effective communication within the School community;
establishing and delivering performance standards for the School;
preparing the goals and objectives for the school year;
overseeing the timely preparation and submission of the annual budget to the
Board for approval;
achieving the financial targets set out in the approved annual budget;
ensuring the timely preparation of the annual financial accounts.
1.3.4.1
BUDGET ADMINISTRATION
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The Director shall operate within the approved budget regarding his/her travel plans
and expenses. Any major deviation requires prior approval by the Chairperson of
the Board. The Director shall submit, in a timely manner, all of his/her expenses to
the Board Chairperson for approval.
1.3.4.2
EDUCATIONAL PROGRAMME
The Director has the sole responsibility and authority, within the framework of the
School’s policy as set by the Board, for the following aspects of the School’s
educational programme. He or she
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formulates and implements the curriculum with the assistance and advice of
the Principals and curriculum coordinators;
seeks constantly to improve the curriculum in accordance with the School’s
Education Policy;
is responsible for the enrolment and the manner of directing admissions to the
School. He/she has the sole and final right to decide on the admission of
students, acting in accordance with the basic policies of the Board as set out
in this Policy Manual;
safeguards the students and ensures that their activities are supervised by a
member of the teaching staff or responsible senior student, as may be
appropriate;
establishes, maintains, and enforces rules of student conduct;
exercises the right, in accordance with School’s disciplinary policy, to
suspend or expel students, who, in his judgment, should be separated from
the School either for academic reasons or for reasons of behaviour;
shall take all reasonable steps to ensure that the health and safety of
students and staff is safeguarded while they are at the School, or when they
are participating in School-sponsored activities, including field trips or
international visits;
oversees the maintenance of student records of progress and grades, health
records, records of disciplinary measures and observations of teachers on
students;
administers the School’s policy on the distribution of scholarships and grants.
1.3.4.3
PERSONNEL
The Director
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is responsible for assigning and supervising the work of all personnel;
maintains a close working relationship with all personnel who are directly
responsible to him/her;
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has sole responsibility for the employment of all personnel within the
establishment of policies and salary scales approved by the Board, with the
exception that he shall seek approval from the Board before hiring or firing the
Business Manager or the Principals;
provides current job descriptions of primary administrative positions to the
Board;
has the authority to dismiss personnel on the grounds of unsuitability or for
behaviour which, in his/her opinion, might be prejudicial to the School, subject
to prior notification of the Board and compliance with Angolan law;
establishes the hours of attendance of personnel and students and authorizes
all leave and other absences of personnel in accordance with this Policy
Manual and the contracts in force;
prepares annually and submits to the Board for approval a proposed salary
schedule for all personnel complete with details of all allowances. Proposals
for the new school year shall be submitted not later than the November Board
Meeting of the prior school year;
prepares or updates, annually, the Staff Handbook and submits it to the
Board no later than 30 August each year, for approval;
is authorized by the Board to make decisions regarding renewals and nonrenewals of personnel contracts.
1.3.4.4
BUDGET AND FINANCIAL:
The Director delegates the school’s budget and financial management to the
Business Manager. The Business Manager is responsible for the preparation of the
budget and, once it is approved by the Board, for managing the budget and keeping
the Director informed of any issues.
1.3.4.5
MAINTENANCE
In keeping with the Safety and Security Policy (Section 9), the Director is responsible
for ensuring that the School premises and physical properties are adequately secure
and safely maintained, specifically in regard to the safety of students, staff and
visitors, as well as for the implementation of the education programme.
This responsibility includes the installation and maintenance of fire alarms, fire
escapes, fire fighting equipment and first aid material. Any deficiencies which cannot
be readily rectified shall be brought immediately to the attention of the Board. The
Director shall ensure that staff receive appropriate training in health and safety.
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1.3.4.6
PARENTS
The Director shall ensure that effective communications are maintained with parents.
This includes
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being available, by appointment, at the School under normal circumstances,
for conferences with parents;
arranging for parents to be informed collectively or individually of the School
rules regarding fees, students’ progress and conduct, and health conditions at
the School;
Preparing a School Handbook to be issued to the parent of each student.
The School Handbook shall be available to the Board for approval no later
than the end of June each year.
1.3.4.7
THE PUBLIC
The Director
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is responsible for publicizing school activities, provided that any controversial
matters or those which establish policy are cleared in advance with the Board;
is expected to play a significant role in public relations involving parents or
friends of the School, donors and former donors with the object of keeping
alive an interest in the School;
seeks to establish and maintain links with other schools and institutions,
agencies or firms likely to be able to assist the School with advice and
material help on educational and other questions;
assists and advises the Board in community relations as defined in this Policy
Manual;
assists and advises the fund raising efforts of the Board.
1.3.4.8
USE OF SCHOOL PROPERTY
All School Premises, Facilities and Property are to be used primarily to fulfill the
mission and objectives of the academic programmes of the School. As such the
priority use is by the teachers and staff of the School during school hours or for afterschool activities organized as part of the curriculum.
Additional use of the Premises, Facilities and Property:
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First priority is to further the aims of the School
affiliated to the School (e.g. the PTA, etc.) whose
benefit the School and the students of the School;
Instructional programmes which are unrelated to the
of the School but which are considered beneficial to
will receive second priority;
through organizations
primary purpose is to
academic programmes
students of the School
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Instructional programmes or activities unrelated to the academic programmes
but which are considered beneficial to persons who are directly associated
with the School will receive third priority;
Purposes other than those stated above require special approval by the
Director and where necessary by the Board;
Under no circumstances will the Premises, Facilities or Property of the School
be used for meetings or gatherings which could conflict with the policies of the
School.
Conditions for the use of the Premises, Facilities and Property will be set out in a
written contract between the School and the user. This contract will include the
following conditions:
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Adequate insurance protection is provided. In specific cases, where the
School’s insurance protection does not fully protect the Premises, Facilities
and Property for the requested use, the user will have to demonstrate and
prove insurance protection prior to the use;
The Director is responsible for implementing and will authorize any requests
for use of the School Premises, Facilities or Property;
Any damage resulting from use by non-School staff will be repaired
immediately or, where applicable, the costs for the repair or for rectifying the
damage will be reimbursed promptly and without complaint;
All activities considered to have a detrimental impact on the School’s
academic programme will cease immediately and without complaint or
argument;
In such cases where the Director does not agree with the specific use
proposed by the user, the Director or the user can refer the request to the
Board for a final ruling;
All requests for the use of the Premises, Facilities or Property will be made in
advance, in writing and clearly state the organization or persons requesting
the use, the person / persons responsible, clear and accurate description of
the activity and the persons planned to be involved. A statement is also
required clarifying that those requesting the use have considered the activity
proposed with respect to overall safety, possible damage or costs that could
be incurred and that the level of possible risk is acceptable;
Written approval for the use will be given, in advance of facility usage, which
will include confirmation that either the School’s insurance or additional
insurance is provided and an indication of costs or fees for the use of the
Premises, Facilities or Property if applicable.
When considering requests for use of school facilities outside school hours the
privacy of on- campus residents will be a major consideration.
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1.3.4.9
NON-PERSONNEL CONTRACTS
Any contracts, purchases, obligations or potential liabilities entered into on behalf of
the School for values exceeding $100,000 shall be in writing and signed by the
Director. Any commitments exceeding $500,000, with the exception of ‘personnel
contracts’ shall require the approval of the Board Chair.
1.3.4.10
GOVERNMENT REGULATIONS
The Director is responsible for ensuring that the School complies with all local laws
and applicable Government regulations.
1.3.5
EVALUATION OF THE DIRECTOR
The Board relies on the Director for the implementation of its policies and for the
achievement of its educational goals. It is therefore essential that there be a strong
and positive working relationship between the Board and the Director, and that this
relationship be regularly reviewed through formal evaluation and discussion. This
evaluation should be a positive process, the objectives of which are to provide
dialogue and feedback on progress achieved, on areas for improvement and to
strengthen the working relationship by assessing not only the Director’s performance,
but also the way the Board’s own operations help or hinder the Director in his/her
assigned duties.
In order to achieve these objectives, the following points will be observed:
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The performance of the Director shall be evaluated annually by the Board in
May of every year;
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Following the performance evaluation by the Board, an evaluation meeting
will be agreed between the Board and the Director. The evaluation
discussion itself will be conducted between the Director and up to three
members of the Board including the Chairperson (following input from and
discussion with the full membership of the Board);
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Performance will be determined based on the Director’s ability to meet
his/her responsibilities as set out in the employment contract with regard to,
but not limited to:
- The management of the educational programme /curriculum
- The management/recruitment of personnel
- The management of the budget as approved by the Board
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- The management of the reputation/image of the School;
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In addition, the Director shall be required to submit to the Board goals and
objectives for the following year at the same meeting in which the budget is
submitted for approval. The Director’s performance will be evaluated by the
Board based on the Director’s ability to meet those stated and approved goals
and objectives, within the budgetary framework;
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Evaluation instruments, such as questionnaires or surveys, may be used by
Board Members to make individual assessment and for a written evaluation to
be compiled for discussion with the Director in the evaluation process. The
Director will be given a fair opportunity to respond and shall be permitted to
raise matters not covered by the evaluation instrument, provided they are
relevant to evaluation criteria. The Director’s final performance evaluation will
be made in writing, with a finalized copy held by the Secretary of the Board
for the record.
1.3.6
TERMINATION OF EMPLOYMENT FOR THE DIRECTOR
Non-renewal of existing employment contract:
The Board may decide not to extend the employment contract for the Director by a
majority vote. The Board has no legal or contractual obligation to explain the
reasons why the employment contract will not be renewed, as long as the notice
given conforms to the terms of the Director’s employment contract. It is, however,
desirable to give a rationale to the Director as to the decision of the Board.
Termination of existing employment contract:
The Board has the right to terminate the Director’s employment contract if the
Director consistently fails to meet the goals and objectives specified in the Policy
Manual, the annual performance contract, and as detailed in the corresponding job
description after having been previously alerted to the discrepancy between actual
performance and expectations three (3) times in writing.
The Board can also dismiss the Director immediately for if he/she
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has broken Angolan law;
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has acted against the aims and objectives of the School;
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has egregiously disturbed the peace of the School;
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has breached the School’s disciplinary policy as set out in the Staff
Handbook;
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-
has exhibited behaviour that grossly violates accepted standards of
human decency.
Immediate termination of the Director’s employment contract requires 75% Board
approval.
1.3.7
LEADERSHIP TEAM
The Director is the chief executive of the School and is responsible for managing the
School under the Board’s policies. Therefore, the Director is expected to name a
Leadership Team which should include, but is not limited to, the Business Manager
and the Principals. The Director is responsible to provide and review to the Board
the Management Team organizational chart and the Management Team’s roles and
responsibilities. The Management Team’s roles involve specific lines of responsibility
to ensure continuous and coherent improvement of the School, under the leadership
of the Director. Moreover, the Team should interpret the School’s policies to the
community in the light of detailed information received through the Director.
1.3.8
LEVELS OF INSTRUCTIO N
The School provides education for children from pre-school through Year 13 (in
general, from ages 3 -18).
The programme through Year 6 is organized around the curriculum framework of the
International Baccalaureate’s Primary Years Programme. From Years 7 - 11, the
school follows the International Baccalaureate Middle Years Programme, a
curriculum framework for students between the ages of 12 and 16. In the final two
levels, Years 12 and 13, the school offers either the International Baccalaureate
Diploma Programme, or the International Baccalaureate Certificates Programme.
Successful completion of either programme leads to the LIS Diploma and enables
students to apply for universities and colleges around the world.
(Students not able to complete the full IB Diploma may graduate with an LIS high
school diploma, if they fulfil the necessary graduation requirements.)
1.3.9
PUBLICATIONS
The Director shall develop, review annually and distribute, as appropriate,
handbooks, administrative reports, web pages, blogs and other publications
throughout the School community.
1.3.10
COMMUNICATION
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The School fully supports and strives for open and fluid communication practices to
ensure that the community - parents, students and staff - exchange information with
regard to School standards and activities in such a way as to

promote and facilitate the School’s Mission Statement;

establish a positive environment of learning, whereby accomplishment is
meaningful and rewarded and the well-being of the School community is of
paramount importance;

maintain and enhance a positive environment based on trust and mutual
respect among the whole immediate community;

generate an overall acceptance of and faith in the leadership of the School;

gain public understanding of and support for the School as providing a
valuable educational opportunity for adults of the future.
1.4
SCHOOL SCHEDULE
The Director shall establish the school calendar in compliance with the requirements
of School Policies and the prudent administration of the School’s educational
programmes. The school day shall be arranged and scheduled so as to offer the
greatest educational return for time spent, within the limitations of School facilities.
To attain optimal time on task for each student, variations in the daily schedule may
be arranged to enable individual students or groups of students to receive special
instruction.
2. THE SCHOOL BOARD
2.1
BOARD OF DIRECTORS’ LEGAL STATUS
The Luanda International School Association is governed by a General Assembly,
which constitutes the highest legal authorizing body for the School and the
Association. As such, its approval is required for all major legal and financial
business conducted by the School in achieving its educational aims as set out in the
Articles of Association.
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Under the terms of the Articles of Association, the Board of Directors of the
Association, appointed by the General Assembly, shall have all the powers to
manage and represent the Association, except those expressly reserved to other
corporate bodies.
The Director, as the School’s chief executive, is responsible for the day-to-day
administration of the School. The Board has delegated certain powers to the Director
in the areas of administration, personnel management, and educational programme.
However, as the legal entity establishing and maintaining the School, LISA - as
represented by its Board - retains the ultimate legal and financial responsibility for the
School.
2.1.1
BOARD OF DIRECTORS’ POWERS AND DUTIES
The Board is responsible for protecting and ensuring the continued existence and
future of the School. It establishes basic policies and major programmes, and
delegates to the Director the day-to-day administration and the carrying out of the
approved policies and programmes.
Among the specific functions exclusively reserved to the Board are the following:
a) To organize and oversee the business of the Association, including its accounts;
b) To acquire any assets or contract any services as necessary to the Association’s
activities;
c) To appoint honorary members;
d) To appoint and terminate the employment of the Director;
e) To review and oversee the articles of governance of the School;
f)
To ensure that all Board committees run efficiently;
g) To set School policy and to approve changes to School policy;
h) To represent the interests of the Association members;
i)
To approve the budget submitted by the Finance Committee, the plan of activities
for the following year and the Finance Committee report and accounts for the
previous year;
j)
To recommend amendments to the Articles of Association at the General
Assembly for approval;
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k) To recommend Liquidation of the Association.
2.1.2
INDIVIDUAL BOARD MEMBER AUTHORITY AND LIABILITY
The powers of the Board are derived from the Articles of Association and are granted
in terms of action as a group, therefore individual Board members exercise authority
only as they take action at a duly convened official meeting of the Board, or as
authorized by the Board.
Because they have no individual authority or responsibility for the legal or financial
affairs of the Association, Board members are not individually liable for Board
actions, except as Angolan law may apply.
2.2
SELECTION OF BOARD MEMBERS
New members may be admitted to LISA by a vote of the Board of Directors of LISA in
accordance with the rules set out in the Articles of Association.
The Board of Directors is appointed by LISA from among its members in accordance
with the Articles of Association at a meeting of the General Assembly.
The individuals on the Board of Directors are member representatives seconded by
the Board members of LISA, and have full authority to act for and on behalf of their
respective members.
2.2.1
BOARD MEMBER ORIENTATION AND DEVELOPMENT
Since the individuals on the Board are member representatives seconded by the
voting members, it is the responsibility of the voting member to identify the right
individual to perform the duties at the Board. If needed, guidance from other Board
member representatives may be given.
2.2.2
BOARD MEMBER COMPENSATION AND EXPENSES
There is no compensation for the individuals on the Board of Directors. Expenses
will be reimbursed if needed and approved by the Board.
2.2.3
RESIGNATION OF BOARD MEMBER REPRESENTATIVES
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Since the individuals on the Board are member representatives seconded by the
voting members, it is the responsibility of the voting member to identify a suitable
candidate to replace the exiting member representative should a Board member
resign.
2.2.4
BOARD MEMBER REMOVAL FROM OFFICE
Members of LISA can only be removed by a majority decision of the General
Assembly. Therefore, the member representative seconded by said voting member
to the Board can only be removed from the Board by a majority decision of the
General Assembly.
2.2.5
VACANCIES ON THE BOARD
Since the individuals on the Board are member representatives seconded by the
voting members, it is the responsibility of the voting member to identify the individual
to fill a vacancy on the Board of Directors.
2.3
ORGANIZATION OF THE BOARD OF DIRECTORS
2.3.1
ORGANIZATION OF OFFICERS AND MEMBERS
The Board is composed of the officers and members outlined in Article 8 of Articles of
Association. The officers of the Board will represent LISA in accordance with the
Articles of Association and this Policy Manual.
Board Officers:
The Chairperson must be a Board Member elected by the General Assembly
through the nomination and election process. It is the Chairperson's responsibility to







introduce the motion for officer candidates;
assign Chairs for Board committees/working groups and functions;
approve agendas for all Board Meetings;
preside over all meetings of the Board;
give prior approval of Board Members' expenses;
approve travel plans and expenses for the School Director;
serve as the principal liaison between the Board and the Director in all
matters relating to the smooth management of the School.
The Treasurer must be a Board Member elected by the General Assembly through
the nomination and election process. It is the Treasurer’s responsibility to
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



chair the Finance Policy Committee;
present a current balance sheet and statement of earnings and expenditures,
related to the approved budgets at each Board Meeting;
meet monthly with the School Director and Business Manager;
present a three to five year financial plan .
The Secretary must be a Board Member elected by the General Assembly through
the nomination and election process. It is the Secretary's responsibility to








co-ordinate the functions of the Board and be responsible for all
correspondence related to the workings of the Board. All Board Members are
expected to provide the Secretary with copies of documents pertaining to their
work so that the Secretary is able to maintain full and accurate records of all
Board Directors' business;
compile, publish and distribute the Board Meeting Agenda at least one week
prior to the meeting date;
maintain records of all Board Meetings and distribute copies of draft minutes
to all Board Members;
ensure that all Board business is conducted in compliance with the Articles of
Association and the Policy Manual, especially with respect to the nomination
and election process;
announce and present Association Meetings in accordance with the Articles
of Association especially with respect to any and all voting procedures;
sign all approved minutes from Board and Association Meetings;
Chair Board Meetings if the Chairperson is absent;
as needed, engage an assistant secretary, after consultation with the
Chairperson of the Board.
Board Members:
It is the responsibility of all Board Members to









attend Board meetings;
when asked, and if possible, serve as an officer;
when asked, serve as Chair for various committees/working groups/functions;
review Board packages prior to Board Meetings;
be prepared to discuss and decide on issues;
meet established deadlines;
communicate with other Board Members;
participate in Board-sponsored activities;
exercise the utmost confidentiality and discretion regarding Board matters.
2.3.2
BOARD OF DIRECTORS' COMMITTEES
Board committees will represent the School in accordance with Article 8, Section 4March 2014
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10 of the Articles of Association. The Board acknowledges that in order to
accomplish its goals and objectives for the year, committees may be created to
facilitate its work. The selection of committees (including but not limited to, policy
committees, working groups and functions) should be proposed by the Chairperson
yearly, and the Chairs of such committees will be appointed by the Chairperson of
the Board. The committee Chairs (including but not limited to, policy committees,
working groups and functions) shall be responsible for appointing their members,
sending agendas and minutes for regular meetings to the Secretary of the Board and
providing reports on progress to the Board.
2.3.3
ADVISORY COMMITTEES TO THE BOARD
The central purpose of all advisory committees to the Board is to contribute to the
educational programme of the School by conducting studies, identifying problems, or
developing recommendations to assist the Board in making decisions. Only the
Board has authority to make decisions as required by the Articles of Association.
Advisory committees may be formed by the Board at such times and for such
purposes as the Board deems necessary. They will be given a clear charge, and will
be dissolved upon accomplishing that charge.
Membership in advisory committees should be broadly representative of the School’s
population, and should be chosen from among those people who have shown an
interest in education or who have special knowledge or expertise relating to the
committee's purpose.
Once activated, an advisory committee will report periodically to the Board through
the Director. No announcement may be made by the committee or its members to
the press or the public until such announcement has been cleared by the Board and
the Board Chairperson.
The Board may provide advisory committees with a suitable meeting place and
administrative assistance if resources permit. The Board may also appoint one or
more Board members to serve on advisory committees on behalf of the Board
2.3.4
BOARD OF DIRECTORS' LEGAL COUNCIL
An attorney may be retained by the Board to serve as the legal council for the Board
as necessary.
2.3.5
BOARD – SCHOOL DIRECTOR RELATIONSHIP
The Board may delegate its executive powers to a Director to manage the School
according to the Board's policies. The Board shall hold the Director responsible for
the administration of its policies, the execution of its decisions, the operation of the
internal machinery designed to serve the school programme, and for keeping the
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Board informed about School operations and problems.
The Director is required to bring to the attention of the Board



any matter referred to him/her that cannot be resolved administratively;
any administrative decision which he/she believes should receive prior
approval of the Board;
any other administrative decision which he/she feels should be brought to the
attention of the Board.
The relationship between members of the Board and the Director involves the
distinction between policy and administration. The Board has overall responsibility
for all matters related to LISA. The Board delegates responsibility for the day-to-day
operation of the School to the Director, and sets the policies under which the School
operates. The Director operates the School to implement and administer these
policies.
Board members, the Director, and all School staff members will act on an ethical
basis, respecting at all times the established line and staff relationships set out in the
approved organizational chart for the School. It is the function of the Board, the
Director, and the staff to interpret intelligently the School, its policies, its procedures,
and its relationships to the parents and the students.
Because the relationship between the Board and the Director is crucial to the smooth
functioning of the School, the Board is committed to devote all or part of one meeting,
at least annually and at least nine months prior to the expiration of the Director’s
employment contract, to reviewing the working relationship between the Director and
the Board.
2.3.6
SELF-EVALUATION OF THE BOARD OF DIRECTORS
The efficiency of the Board itself directly affects the efficiency of the School and the
Association as a whole. Therefore, the Board will conduct an annual evaluation of its
own work.
The following guidelines will apply:


The evaluation should be a positive, constructive process, aimed at
improvement rather than criticism;
Board members themselves will develop the standards against which they will
measure their performance. Areas to consider will include, but not be limited
to, the relationship between the Board and the Director; the conduct of
meetings; the effectiveness of policy development procedures; the
relationships between the Board and the public and media. These standards
should be agreed upon at the beginning of each school year, so that the
evaluation at the end of the year can be based upon what the Board planned
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
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
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
for itself;
The evaluation should be based on the Board's own goals, not on goals for
the School system as a whole;
The Board should evaluate itself as a Board, not as individuals;
If an evaluation "instrument" or "form" is to be used, the Board should not be
limited in its discussions to those items that appear on the form. Free
discussion and informal comments are valuable;
The outcome of the evaluation should be a written, composite report on how
the Board views its own performance. This report should then lead to the
development of new objectives and strategies for improvement. In-service
programmes for Board formulation of Board goals and expectations for the
following year;
Ideally, the Board's self-evaluation session will precede, or coincide with, the
evaluation of the Director. In either case the Director's view of the Board's
performance will be sought, and is expected to add a helpful dimension to the
evaluation procedure.
2.4
BOARD MEETINGS
The LISA Board of Directors meets as often as required to function properly
2.4.1
ANNUAL ORGANIZATIONAL MEETINGS
The Board will call an annual meeting of the School community when deemed most
appropriate during the school year
2.4.2
RULES OF ORDER
The Board will operate under the accepted standards of Robert’s Rules of Order, a
summary of which may be found at www.robertsrules.org
2.4.3
QUORUM
The Board will operate with a minimum meeting quorum of four members or 60%
(sixty percent) of the voting members.
Any decisions may be passed with such a quorum if such decisions are fully within
the Articles of Association of LISA.
2.4.4
VOTING METHOD
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At all times, the Board will strive to operate under shared consensus. If consensus
cannot be reached, a vote will be taken, under the appropriate clause in the Articles
of Association.
1. Resolutions shall be passed by a majority of votes cast by the members
present at the meetings, without prejudice to the provisions of these Articles
setting forth more stringent requirements.
2. Each member is entitled to one vote.
3. An official meeting is defined as one that has been called by the
Chairperson, or the representative appointed by him/her to act in their
absence, and announced to all representatives at least five (5) days in
advance.
4. The presence of at least 60% (sixty percent) of the members is necessary
for an official meeting to take valid decisions.
2.5
BOARD OF DIRECTORS’ POLICY DEVELOPMENT
2.5.1
DEVELOPMENT & ADOPTION
Articles of Association
It is a policy of LISA to adopt an operational set of Articles of Association; to revise
those Articles as provided there; and to make available the current Articles to
sponsoring agencies, to the host country government, parents, staff, and interested
citizens. The Articles will include the number of members serving on the Board; the
procedures for election or appointment of Board members, their term of office and
qualifications for serving on the Board; the titles of official officers to the Board, and
their duties; the procedures for electing officers and their terms of service; the
Board’s procedures for conducting meetings and public hearings; and any other
items or procedures deemed necessary for the responsible management of the
School.
Policies of the Board
The adopted policies of the Board shall be considered an addendum to the Articles of
Association, and shall be established as provided in the Articles of Association.
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2.5.2
POLICIES
DEVELOPMENT AND ADOPTION OF BOARD OF DIRECTORS’
The adoption of new policies, changes to existing policies, and/or approving School
policies is the sole responsibility of the Board. The Board will consider policy
additions or changes because of any of the following:

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
The Director informs the Board of an out-dated policy or an issue that
generates the need for a policy addition/change;
The School’s periodic self-evaluation generates the need for a policy
addition/change;
The Board of Directors’ self-evaluation generates the need for a policy
addition/change;
An interested party approaches the Board with an issue that generates the
need for a policy addition/change; or
An internal decision is made by the Board for an addition/change.
The Board may choose to cycle the policy addition/change through a subcommittee
for review unless:

The issue is purely financial in nature; or

The issue is regarding a Board internal function; or

The issue is typically or best covered by input from other Board committees,
and there is no need for overlap considerations (as decided by the Board).
Copies of the School policies will be kept in the school library and be made available
online.
Adoption, deletion or amendment of policies shall require a quorum of the Board and
a majority vote. Information on policies and regulations shall be issued to all parents
at the time of a student’s acceptance in the School. If at any time a policy
established by the Board is found to be unacceptable to a substantial number of the
parents, the Board may reconsider the policy.
Except in cases of emergency, the adoption of Board policies will follow the
sequence below:
1. Reading of a proposed or revised policy as an item of information, after a
copy of the draft has been distributed to all Board members.
2. Receipt of concerned individual or group responses by the Secretary of the
Board, for presentation to the Board Directors at the next meeting.
3. Discussion and final action by the Board, after receipt of a final draft.
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Note: Changes to the proposal after the first reading will not require that the
entire sequence be repeated, unless the Board so directs.
The formal adoption of policies will be recorded in the minutes of the Board Meeting.
Only those written statements so adopted and so recorded will be regarded as formal
policy of the Board. Policies will be effective immediately upon adoption, unless a
specific effective date is provided in the motion to adopt.
Emergency Procedures
If a situation arises in which the Board must act quickly, the Board may, by majority
vote, waive the requirements of the adoption sequence described above, and may
propose, discuss and adopt a policy or a policy change at a single meeting.
However, it is the practice of the Board to reconsider such “emergency” policies after
they have been in force for several months, to ensure that the policy is wellconsidered and is still appropriate for continued use.
2.5.2.1
POLICY CODIFICATION SYSTEM
The Board has elected to use the numerical codification system with these major
headings:
1.00
The School and its Goals
2.00
The Board of Directors
3.00
Fiscal Management
4.00
Business Management
5.00
Personnel Management
6.00
Instruction
7.00
Students
8.00
Community and Inter-Organization Activities
9.00
Safety and Security
10.00 Definitions
2.5.3
REVIEW OF ADMINISTRATIVE REGULATIONS AND PROCEDURES
The Board reserves the right to review the School’s administrative regulations and
procedures at its discretion, but it shall revise or veto such regulations and
procedures only when, in the Board’s judgment, they are inconsistent with policies
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adopted by the Board. The Board will be provided with copies of all regulations and
procedures issued by the School administration.
Regulations and procedures need not be reviewed by the Board in advance of
issuance except as required by law, or where stated in this Policy Manual, or when
strong community attitudes, or possible student or employee reaction, make it
necessary or advisable for the regulations and procedures to have the Board’s
advance approval. Before issuance, regulations and procedures shall be properly
titled and coded as appropriate to subject and in compliance with the codification
system selected by the Board.
2.5.4
REVIEW OF POLICY MANUAL
In an effort to keep its written policies up to date so that they may be used
consistently as a basis for Board action and administrative decision, the Board shall
review its policies periodically, and at the annual School self-evaluation.
The Board shall evaluate how the policies and correlated regulations and procedures
have been executed by School employees under the direction of the Director and
shall weigh the results. The Board may rely on employees, parents and students for
providing evidence of the effect of the policies which it has adopted. The Director is
responsible for bringing to the Board Secretary’s attention all policies that are out of
date or for other reasons appear to need revision. The Board directs the Director to
recall all policy and regulation manuals periodically for administrative updating and
Board review.
DE-FACTO POLICY
In cases when action must be taken and the Board has provided no guides in the
policy for such action, the Director shall have the power to act. These decisions,
however, shall be subject to review by the Board at its next scheduled meeting. It
shall be the duty of the Director to inform the Secretary of the Board promptly of such
de facto policy and correlated action and of the need for policy.
2.5.6
AMENDMENT OF THE ARTICLES OF ASSOCIATION
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The Board recommends changes to the Articles of Association to the General
Assembly of LISA.
2.5.7
PARENT TEACHER ASSOCIATION
2.5.7.1
PURPOSE
The purposes of the Parent Teacher Association (“PTA”) are

to encourage a close co-operative relationship between the parents, the
teachers and the administration of the School;

to organize approved events that will enrich and benefit the lives of all
members of the School community;

to facilitate and strengthen communication among members of the School
community in co-operation with the LIS administration.
2.5.7.2
PTA CONSTITUTION
The Constitution and Policies of the PTA are set out in the PTA Constitution which is
attached as Annex 1 to this Policy Manual. Any changes to the PTA Constitution
require the written approval of the Board.
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3
FISCAL MANAGEMENT
3.1
ANNUAL OPERATING BUDGET
The Association does not seek to make a profit; however, the Board recognizes that
money and money management comprise the fundamental support of the whole
School programme. To make that support as effective as possible, it is the policy of
the Board to
1. encourage advance planning through the best possible budget procedures;
2. explore all practical sources of income;
3. provide policy guidance to budgeting and management of School finances, so
that adequate financial strength is maintained;
4. expect top quality accounting and reporting procedures;
5. maintain the level of unit expenditure needed to provide high quality
education.
It is the Board's responsibility to approve the annual operating budget for the ensuing
year. The budget should be adequate to finance ongoing programmes, provide for
additions or changes dictated by the projected needs of the School, and include a
contingency of 2% or more to allow for the uncertainties of forecasting.
Before the budget is adopted, the Board’s Finance Committee shall study the
School's programme in relation to the present and projected needs of the students,
the parents, and the community.
3.1.1
FISCAL YEAR
The School’s administration and fiscal year is from August 1 to July 31 to coincide
with the academic calendar, and to allow effective budgeting and financial control.
The Treasurer and Finance Committee will supervise and approve the School’s
Director & Business Manager’s work to ensure the Association’s accounts are
accurately prepared, based on the School’s actual receipts and expenditures during
the period.
3.1.2
BUDGET PREPARATION
The preparation of the School’s budget is the responsibility of the Director, who
delegates this responsibility to the Business Manager after consultation with the
Finance Committee and representatives of the professional staff. The preliminary
budget shall be reviewed by the Finance Committee prior to its submission to the full
Board.
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Professional staff salaries form the largest expenditure in the budget. Recognizing
this, the Board shall approve salary scales and allowances for the following school
year at its November meeting of each year. This early approval is required because
of the hiring cycle of new teachers for the following school year.
3.1.3
ADOPTION
The Board shall approve the budget for the ensuing school year no later than its
December meeting. An updated revised budget, if required, will be approved no later
than the November meeting.
3.1.4
AMENDMENTS
Amendments can be made at any time to the approved budget. Proposed
amendments shall be reviewed by the Finance Committee before they are submitted
to the Board.
3.1.5
FUNDS TRANSFER
The Director has the authority only to reallocate contingency money among the
various cost centres. All such reallocations shall be formally recorded and reported
to the Finance Committee. Other transfers require Board approval upon the
recommendation of the Finance Committee.
3.1.6
BUDGET AS A SPENDING PLAN
The approved budget shall be considered as a controlled spending plan for the
ensuing year. All expenditures in excess of approved authority limitations must have
prior approval of the Board.
3.2
DEPOSITORY OF FUNDS
One or more banks will be selected by the Business Manager and approved by the
Board to serve as the depository or depositories of School funds. The Board may
also approve the establishment of investment accounts to invest funds not
immediately needed for the operation of the School. The Business Manager will
monitor the yield on such investment accounts, and ensure that the School's funds
are invested securely and on terms most favourable to the School.
3.3
INCOME FROM TUITION AND FEES
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Annually, at the time the operating budget for the ensuing school year is adopted, the
Board will set a schedule of tuition and other School fees for that year. The tuition
and fee schedule will be established according to estimated student enrolment,
available financial resources, and budget requirements. In order to provide the
Board with the necessary background data, it is the responsibility of the Director to
submit, for Board review, an annual report on community growth and enrolment
projections and an overview of the School's financial status.
The Board will set such additional fees and charges as may be required to operate
the School programme.
The Director will develop, and the Board will approve, procedures and rules
regarding the payment of tuition and miscellaneous fees set by the Board. Before a
student is admitted, parents will be advised of all fees that will be charged to attend
the School.
Tuition and School fees will be reviewed by the Board annually, and may be adjusted
in accordance with established Board policy.
3.3.1 FACILITY FEES
In addition to the tuition fee, each student enrolling in the School for the first time
shall pay a facility fee. These fees are non-refundable and will be credited to the
School's Capital Assets fund. Revenue from this source is not to be included in
anticipated revenue for the operating budget, and shall be shown on the balance
sheet as part of the Capital Assets fund. No charges (other than capital
expenditures) shall be made against this reserve without Board approval as part of
the budget and budget monitoring process. The Board may approve other
charges or fees (such as bus fees) as deemed appropriate.
3.3.1.2
CERTIFICATES
To fund the construction of the School campus in Luanda Sul, the School offered to
sell Certificates which represent the prepayment of facilities fees. Certificates
provide priority placement in available student positions at the school. The
Certificates also waive the payment of the annual registration fee.
3.3.2
TUITION PAYMENT AND SCHEDULES
The Board shall establish School fees each year, as part of the budget preparation
process. A tuition fee for each grade level shall be recommended by the Director.
The tuition fee shall be calculated so that, based upon the enrolment projections for
the budget year, the estimated total tuition income shall cover the School's total
operating budget, including depreciation of investments.
Children of overseas hire full-time teaching staff shall be exempt from facility fees
and tuition fees, unless such faculty members are spouses of individuals whose
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employer pays school fees, in which case tuition and fees shall be collected from the
spouse's employer.
The enrolment of a student is a private contract between the parent and the School,
regardless of any arrangement the parent may have with an employer concerning the
payment of school fees. The parent remains ultimately responsible for the payment
of all fees.
3.3.2.1
NON-PAYMENT OF TUITION AND FEES
The School’s business office will make a maximum effort to collect overdue bills.
A late payment charge will be made on facility fees and tuition fees.
Whenever a student's tuition fees and/or facility fees remain unpaid within a
reasonable period after a billing invoice has been presented, the student will be
denied admission to classes. All students from the family that has incurred the debt
will be refused admission to classes. In addition no new students (that is, students
who have not attended the School before) from the same employer as that of the
family that has incurred the debt will be allowed to either register for or actually
attend classes in the School until the bill has been paid. Denials of admission under
this policy will remain in effect until the debt has been settled in full.
3.3,2.2
REFUNDS OF TUITION AND FEES
Any refund of tuition fees must comply with the approved refund policy:
PERIOD OF ENROLMENT
FACILITY FEE
PAYABLE
TUITION FEE
PAYABLE
TUITION FEE
REFUNDABLE
%
%
%
Before November 12
(enrolment period 1)
100
50
50
Between November 15 and
March 4 (enrolment period
2)
100
75
25
After March 7 (during
enrolment period 3)
100
100
0
Date of leaving
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3.4
GIFTS AND BEQUESTS
Any gifts presented to the School should be accompanied by a letter from the donor
for recognition by the Board.
To be acceptable, a gift must satisfy the following criteria:
1. It must have a purpose consistent with those of the School;
2. It must not lead to, or involve, unacceptable costs to the School;
3. It must place no restrictions on the school programme;
4. It must not be inappropriate or harmful to the best education of pupils;
5. It must not imply endorsement of any business or product;
6. It must not be in conflict with any provision of Board policy or public law.
A letter of appreciation signed by the Director shall be sent to a donor.
3.5
BANK MANDATES AND EXPENDITURE
In order to ensure appropriate financial controls and oversight and meet business
needs the following mandates exist:
1. Under $50,000 any two signatories (usually signed by two of the school leadership
staff)
2. Over $50,000 any two signatories with one being either a board member, Director
or Business Manager.
3. Over $250,000 one Board member plus either another Board member or either the
Director or Business Manager.
Payroll related expenses are exempt from this policy and are signed off as per 1.
above.
Any item not within an approved budget to have Board approval prior to payment.
4
BUSINESS
4.1
FACILITIES EVALUATION AND PLANNING
The Board will seek to ensure that School buildings and grounds will offer the best
possible environment - within financial and site limitations - for learning and teaching.
The Board specifically aims towards

planning new buildings and alterations so that they support the Board's
educational philosophy and goals;
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
building and remodeling facilities so that they are safe and healthy for the
people who use them;

evaluation of existing buildings and planning for construction.
Evaluation inspections of the existing School facilities and planning for major
rehabilitation and remodeling are the responsibility of the Director, in co-operation
with the Board.
4.1.1
CLOSING OF SCHOOL FACILITIES
If facilities must be closed because of emergency or force majeure, the Board will
seek to protect the best interests of the School and all the people connected with it.
4.1.2
INDEFINITE OR LONG-TERM CLOSINGS
The Board, upon the recommendation of the Director, shall close the School
indefinitely or for such a term as it may determine, if the Board finds that the
continued operation of the School will be accompanied by such tension, potential
disorder, or potential impairment of peace and good will in the community that the
effective education of the students becomes impossible; or if the Board finds that the
continued operation of the School is not in the best interest of the School itself. In
either case, the Director shall be responsible for setting in motion the contingency
plans developed to deal with such temporary or permanent closures of the School.
4.2
SCHOOL BUILDINGS AND GROUNDS
The Board recognizes that the education of children depends on many factors,
including a proper physical environment that is clean, safe, attractive, pleasant, and
functional. In keeping with the Board's policy on facilities planning and evaluation
(section 4.1), the Board is committed to maintaining the School's buildings and
grounds to the same high standards that the Board sets for all aspects of the School
programme, within the limitations of the School's financial resources and in
proportion to its present and projected enrolment.
4.3
SECURITY
In accordance with the Safety and Security Policy (Section 9), the Director shall
ensure that appropriate security arrangements are made to protect the School’s
buildings and grounds, staff and students.
4.4
STUDENT TRANSPORTATION
It is NOT the policy of the School to organize a bus service to enable parents to send
their children to School by bus and to have them returned home in the same way.
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4.5
FOOD SERVICES IN THE SCHOOL
The School will arrange for a professional catering company to provide nutritious
lunches for the staff and the students.
4.6
INSURANCE MANAGEMENT
It is the policy of the School to arrange for adequate insurance coverage for the
School's buildings, property and vehicles, for its employees and students, and for any
liabilities it or its employees or Board members may have under applicable laws.
It is the duty of the Director, working with the Business Manager and the Board’s
Finance Committee, to ensure that proper coverage is obtained and maintained, and
that insurance polices are in order at all times. The Director will annually review the
School's entire insurance package, and will, together with the Finance Committee,
explore ways to obtain the best possible coverage on terms most advantageous to
the School.
5
STAFF
5.1
STAFFING PHILOSOPHY AND GOALS
The School will endeavor to employ a dynamic, effective, well-qualified, and efficient
staff to carry out a continuously improving educational programme.
The Director's specific personnel service goals are to:
1. Recruit, select, employ, and retain the best qualified personnel available to
staff the School;
2. Provide equal employment opportunities for all candidates for positions, in
accordance with the Board's non-discrimination policy;
3. Develop a quality of human relationships conducive to high levels of staff
performance and satisfaction;
4. Deploy available staff in such a way as to use them as effectively as possible
to achieve the School's stated goals and objectives;
5. Develop and manage staff compensation, leave, and benefit programmes in
ways that attract and retain qualified employees;
6. Manage the development and updating of job descriptions by appropriate
administrators;
7. Oversee an employee performance management programme that contributes
to the improvement of staff performance and professional development;
8. Effectively administer contracts, and personnel policies with the aim of
safeguarding the professional culture of the school;
9. Hold personnel accountable for appropriate work-related behaviour
10. Provide all employees with a job description and employee handbook
outlining their rights and responsibilities.
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5.1.1 EQUAL OPPORTUNITY EMPLOYMENT
It is the policy of the School that all Board and management decisions about staff
assignments, promotion, demotion, transfer, determination of salaries, benefits, and
selection for training shall be taken without regard to race, colour, religion, national
origin, gender, or disability. Individual merit and suitability for the particular job shall
be the only considerations.
In this regard all positions will be advertised internally before seeking external
candidates.
Applicable laws will be strictly observed.
5.1.2 ANGOLANIZATION
It is the policy of the School to seek to increase the proportion of Angolans among
staff through recruitment, training and development. The Director will annually
provide the Board with an Angolanization and succession plan.
5.1.3 LOCALLY HIRED STATUS
Locally hired status applies to anyone (regardless of nationality) employed in
Angola. There is currently no opportunity to change from locally hired status.
5.2
ACADEMIC STAFF - RIGHTS AND RESPONSIBILITIES
The effectiveness of the educational programme is determined by the degree to
which the teacher discerns and ministers to the needs, interests, and abilities of the
students. The Board considers the teacher to be the key personality contributing to
the success of the students in the School. Only a mentally, physically, socially and
emotionally healthy and mature individual can function with maximum effectiveness.
As members of a profession, teachers should realize that there will be occasions,
beyond the normal school day, when their services will be needed for various
educational activities. They will be expected, therefore, to participate when called
upon in such in-service activities as curriculum improvement, study programmes,
school community projects, and extra-curricular activities.
The Principals are the recognized professional educational leaders of the School,
and it is with them that teachers should discuss their organizational, administrative
and instructional problems or concerns before presenting them to the Director.
Teachers should likewise encourage parents to discuss with them matters pertaining
to the individual classroom situation prior to conferring with the Principals. It is the
desire of the Board that all matters be discussed and problems solved by those
immediately concerned, and are taken to higher authority only when adequate
satisfaction cannot be obtained otherwise.
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Only necessary reports will be required. All personnel have a legal obligation to keep
complete and accurate records and to submit them promptly when due.
5.2.1 STAFF CONFLICTS OF INTEREST
Employees shall not at any time engage in any activities that would affect their
usefulness as employees in the School, or would make time and/or energy demands
upon them which could interfere with their effectiveness in performing their
contractual duties, or would compromise or embarrass the School, or would
adversely affect their employment status or professional standing, or would in any
way conflict with or violate professional ethics.
Full-time employees should not engage in other work for compensation. Angolan law
regarding work permits prohibits employment other than work done for the School.
Moreover, as there should be no conflict of interest in the supervision and evaluation
of employees, no administrator or supervisor shall be responsible for the supervision
and/or evaluation of a relative or partner.
5.2.2
STAFF GIFTS AND SOLICITATIONS
Gifts of nominal value ($100) can be accepted, all other gifts need to be reported to
the Director.
5.2.3
STAFF RELATIONS WITH HOST COUNTRY
All members of staff are expected to act within the Angolan law, and to appreciate
and respect both the people and the culture of Angola.
5.2.4
STAFF HEALTH AND SAFETY
5.2.4.1
STAFF PHYSICAL EXAMINATIONS
All staff must have a physical examination prior to commencement of contract and
must present to the School a certificate of health signed by the examining doctor.
This certificate should state that the staff member
1. has been examined and has been found free of communicable diseases that
might pose a threat to other employees or to the children in the School;
2. is physically fit to perform his or her duties;
3. has current immunizations for Yellow Fever and Tuberculosis
5.2.4.2
STAFF WITH HIV-INFECTION OR AIDS
The School's policy toward any employee with HIV-infection or AIDS shall be the
same as toward anyone who has a serious illness which may cause temporary or
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permanent disability. No special precautions need be taken for the HIV-infected
person or AIDS patient in the school environment beyond what is demanded by
normal hygiene. All data presently available indicate that the HIV virus can only be
transmitted by direct contact with body fluids during sexual contact, transfusions with
contaminated blood, or use of contaminated hypodermic needles. Normal daily
contact with an HIV-infected person or AIDS patient, therefore, presents no risk to
others. An employee who has AIDS should inform the Director of the illness if it
requires the School to make special arrangements to accommodate their needs. To
protect the employee’s right of privacy, the School shall take extreme care that all
information shall remain strictly confidential. The employee shall be informed ahead
of time if the special arrangements might require unavoidable but necessary
disclosure to administrators or colleagues.
The School shall handle each case of HIV-infection or AIDS on an individual basis.
At no time shall an employee with AIDS be restricted or excluded from School,
unless an attested medical statement from the employee's doctor, an Angolan health
agency, or a School-appointed doctor indicates that the person has a disability that
presents a danger to the School environment.
Whenever disability or illness due to AIDS prevents an employee from performing
fully, or in part, the contracted work assignment, the Director will be guided by the
School's policies on sick leave and long-term medical leave.
5.2.5
PERSONNEL RECORDS
The School maintains two kinds of personnel files: business files, giving details of all
School employees' work records and pay records essential to the business office,
where they are kept and maintained in accordance with pertinent legal requirements;
and professional files, which contain records pertinent to individual staff members.
Business files, as well as professional files, are confidential records. Business files
are open for inspection only for official use by the Director and the Business Manager
(or specifically designated staff). Professional files are open for inspection by the
Director by the Principal or Vice-Principal or - with the Director’s specific permission by accrediting or other agencies which have a legitimate need to verify an
employee's training, experience, and performance on the job. Board members shall
have access to professional files only to view supporting documents prior to meetings
pertaining to employees' performance evaluation.
Personnel records will not be made available to anyone outside the School, and will
not be sent to other schools or organizations, except by the written request and
permission of the employee or by legal subpoena.
The School will provide, on written request of the employee, a statement of service
setting out the period during which the individual worked at the School and their job
title during this time.
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The employee will have full access to his or her own records during regular business
hours, with the exception of pre-employment references and other confidential
papers intended for pre-employment evaluation. The employee will be allowed to
verify the contents of his or her own employment and in-service evaluation records.
If any question of accuracy arises that cannot be resolved by a simple correction, the
employee may ask HR to review the matter.
Personnel files of former employees will be kept by the School for as long as the
Director considers it prudent and necessary, and as required by Angolan law. A
record of employment (dates and duties assigned) will be kept for ten year after an
employee leaves the School.
It is the responsibility of the Director to ensure that both hardcopy and electronic
personnel records are safe and secure.
5.2.6
COMMUNITY ACTIVITIES INVOLVING STAFF
School staff are encouraged to participate in community activities, so long as they do
not accept community responsibilities that interfere with their regular school work.
5.2.7
CHILD ABUSE REPORTING BY STAFF/CHILD PROTECTION
It is the policy of the School that every student has the right to live in a safe and
secure environment. It is not the School's policy to monitor the conditions under
which the students live, but the School does expect staff to be vigilant and proactive
toward signs of abuse.
While remaining sensitive to different cultures, the School sets out below common
definitions of abusive behavior:
•
Physical abuse - non-accidental injury including bums, human bites, or
beatings which have been intentionally inflicted;
•
Sexual abuse - where a child is used for the sexual gratification of an adult as
in obscene conversation, exposure to pornographic material, exhibitionism,
molestation, incest, rape, or sexual exploitation;
•
Emotional abuse - unreasonable demands in an excessive or aggressive
manner such as teasing, verbal abuse that demeans and belittles the child,
bullying, and lack of care, support or guidance;
•
Neglect - inadequate supervision, persistent lack of provision of basic human
necessities: food, clothing, shelter, medical care, or the failure to protect the
child from exposure to any kind of danger and which affects the child's health
or development.
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5.2.8 IDENTIFICATION
Members of the School staff are well placed to observe and report outward signs of
abuse. Care must be taken as such signs can only be a cause for suspicion and are
not, in themselves, proof that abuse has occurred. Unexplained changes in behavior
or school performance may indicate abuse. Inadequate clothing, poor growth, or
apparent deficient nutrition may indicate physical neglect, while attention seeking or
excessive dependence may point to emotional neglect.
5.2.9 IN-SCHOOL FOLLOW-UP AFTER IDENTIFICAT ION
These steps should be followed after identification of abuse:
•
•
•
Identifying teachers must report the suspected abuse within twenty-four
hours to the Principal;
Normally the Director and/or Principal, perhaps in conjunction with other staff,
will arrange a meeting with the parents to inform them of the suspected
abuse;
While each situation will be handled on a case-by-case basis, it is the
intention of the Board for one or more of the following to take place depending
on the severity of the case:
1. Family counseling. By talking with representatives of the School,
professionals in the community or elsewhere it is hoped that the abuse
willl stop and all signs of abuse disappear.
2. Notification of Angolan legal authorities by the Director. This will be done
immediately if the case is considered life threatening
3. Notification of employer by the Director. Again, this will be done
immediately if the case is considered life threatening.
5.3
PERFORMANCE MANAGEMENT AND APPRAISAL
Aims and Objectives
The LIS Performance Management Model is a process aimed at building a culture
within our school of a Professional Learning Community built around high
performance and continuous improvement. The focus is on improved educational
outcomes for the full range of students through improved individual as well as school
wide performance at all levels. In addition, the process empowers teachers to take
responsibility for their own professional development.
5.3.1
PROFESSIONAL STAFF E MPLOYMENT CONDITIONS
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5.3.1.1
PROFESSIONAL STAFF TIME SCHEDULES AND WORD LOAD
A full-time teacher is expected to arrive at school at least ten minutes before the start
of classes and to remain at school until at least an hour after classes are dismissed.
The normal teacher contact time with students will vary based on grade level and
teaching assignment. All non-contact time during the school day (except for up to 50
minutes for lunch and 20 minutes for break) is to be used for school related work
such as supervision of students on breaks, planning with other teachers and
preparing the learning environment. If teachers leave the school premises during
school hours, they must sign out at the relevant office.
5.3.1.2
PROFESSIONAL STAFF VACATIONS AND HOLIDAYS
Staff vacations and holidays are indicated on the yearly calendar. Staff members
may not extend their holidays beyond the official dates. If staff members do not
arrive back at school on time due to travel or other reasons, the school reserves the
right to treat this as unpaid leave.
5.3.1.3
PROFESSIONAL STAFF E XTRA-DUTY ASSIGNMENTS
The professional staff are expected to contribute to the School by accepting
additional responsibilities outside of their regular teaching assignment. This could
include attendance at: School functions outside of regular school hours and
occasionally on Saturdays or involvement in school-wide events such as drama
productions, assemblies and PTA sponsored events. Every teacher is responsible
for running two after school activities per year.
5.3.1.4
PROFESSIONAL STAFF MEETINGS
The professional staff are required to attend regular, special staff and Professional
Development meetings. All teachers are expected to arrive prepared for meetings
and to contribute professionally. Teachers are expected to take responsibility for
running and facilitating some of the meetings. Occasionally, meetings will take place
beyond normal working hours.
5.3.1.5
PROFESSIONAL STAFF CAREER DEVELOPMENT OPPORTUNITIES
It is desirable that all employees continuously extend their professional competence
through in-service growth. The Board recognizes the value of participation in
professional activities and delegates authority to the Professional Development [PD]
Committee to organize local activities and workshops, and to fairly grant permission
and remuneration for employees to be temporarily absent from their regular duty and
place of employment for the purpose of performing other educational services such
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as participation in school surveys, professional meetings, study courses, instructional
visits, accreditation visits, or workshops. Services performed during such absences
will be considered equal to the assigned duties of the individual concerned and shall
not be counted as leave.
The PD Committee ensures that the school’s PD budget for teachers and other
educational professionals is responsibly utilized in the best interests of the
development of student learning, the school and of teacher professional
development. It monitors and disburses the PD budget, ensures that transparency,
equity and fairness are maintained and represents staff interests in the setting up of
PD procedures. Further information about PD can be found on the School server.
5.3.1.6
TUTORING FOR PAY
Professional ethics and responsibility require that teachers make themselves
available during the school day for student conferences and extra help outside the
regular class periods for the subjects taught. No reimbursement may be accepted for
such extra help for students. In some cases, teachers may recommend to parents,
through the relevant Principal, that a student receives academic tutorial help outside
school hours. Permitting, arranging, and paying for such tutorial assistance will be
responsibilities of the parents. The School will only recommend tutors; it is not
responsible for the quality of instruction. It will be recommended to parents that
tutors will be more effective when working in cooperation with the class teacher.
Teachers may not tutor or give lessons to any students for pay except under special
circumstances agreed by the Director as this is in conflict with Angolan labour laws
and is considered a conflict of professional interests.
5.3.1.7
PROFESSIONAL STAFF CONSULTING AND NON-SCHOOL
EMPLOYMENT
For teachers' employed on full-time contracts, the contracts stipulate that during the
term of the contract the teacher agrees to devote his/her professional efforts
exclusively to the services of the School, and not to perform any other work except
for professional development or community-related service.
In accordance with the above, and with the Board's policy on conflicts of interest, no
staff member shall be engaged in any outside business that would affect his/her
effectiveness as a school employee, would jeopardize his/her work permit/visa
status, would make time or energy demands that could interfere with their
attentiveness to school work, could compromise or embarrass the School, or would
in any way conflict with professional ethics.
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5.3.2
PROFESSIONAL STAFF L EAVES AND ABSENCES
The Director shall provide a plan for leaves and absences designed to help members
of the professional staff maintain their physical health, take care of family and other
personal emergencies, improve professionally and discharge important and
necessary obligations.
Leave is contractually granted as follows:
5.3.2.1 ANNUAL LEAVE
The employee shall, subject to the needs of the School, be entitled to take annual
leave during the School vacations. Such needs are to be negotiated between the
Director and the employee. There shall be no adjustments of salary during such
leave.
The employee may be required to be present at the School for two days after the
end of the third term.
5.3.2.2 MATERNITY LEAVE
An employee having been employed by Luanda International School for at least one
academic year shall be entitled to sixteen (16) weeks maternity leave and LIS will
pay the employee during such time her full salary for the duration of the sixteen
weeks.
In exceptional cases during pregnancy and after childbirth, maternity leave may be
extended if the need for such extension is justified by a medical document.
In order to obtain maternity leave an employee must present, not less than four
months before her expected date of confinement, a written statement from her doctor
certifying the expected date of confinement and the last date on which the employee
may safely work.
During the first 6 weeks after childbirth the employee may not resume work, even if
she is not willing to enjoy the maternity leave in its entirety. At least 30 days notice
must be given to return to work before completion of maternity leave.
5.3.2.3
OCCASIONAL AND COMPASSIONATE LEAVE
Up to 10 days occasional leave and compassionate leave may be granted to the
employee at the discretion of the Director. It shall also be at the discretion of the
Director whether such leave shall be paid or unpaid. It is also the Directors discretion
whether this additional leave is paid or unpaid. To clarify this policy the following
guidelines apply:

Unless unavoidable no leave will be granted during the first and last week of
any term.
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
Paid compassionate leave will only be considered for the death or serious
illness of a direct family member (grand parent, parent or sibling, plus Motherin-law, farther-in- law, sister-in-law & brother-in-law). Unless there are
extenuating circumstances all other compassionate leave approved at the
discretion of the Director shall be unpaid.

All other leave granted under the Directors discretion will be unpaid. This
includes graduations, honeymoons, bereavement leave not covered above,
weddings etc.
5.3.2.4
SICK LEAVE
A medical certificate must support any absence from duty, because of illness, for
more than 48 (forty eight) hours. If there are more than 6 (six) absences of less than
48 (forty-eight) hours during the course of the term, the School may request a
medical certificate.
The employee shall be entitled to full pay during the periods of absence from work
due to sickness or injury provided that these do not exceed an aggregate period of
one calendar month in one academic year except in the case of severe injury or
medical treatment when the sick leave will be on the recommendation of the
attending medical practitioner.
Should an employee become seriously ill or injured and as a result be unable to
work, at the certification of a medical practitioner the School will continue to pay full
salary and benefits for up to three months, following which the right to terminate the
contract for medical reasons remains with the Board
The School may require the employee to have an annual medical examination by a
medical practitioner nominated by the Schoolat the School’s expense. The results of
such medical examinations will be made available (on a confidential basis) to the
Director.
.An employee will be entitled to attend an overseas job fair and receive up to 5 days
paid leave. Except under special circumstances, which must be agreed by the
Director, this entitlement will be forfeited once the staff member has agreed contract
conditions for the forthcoming school year.
5.3.3
PROFESSIONAL STAFF ARRANGEMENTS FOR SUBSTITUTES
A substitute teacher is a teacher employed for a limited time in the absence of the
regular teacher. It is the responsibility of the Director to acquire the services of
qualified substitutes, or people with relevant experience, which shall be used as
needed by the Principals in assigning substitutes.
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Preferably, substitutes should have teaching qualifications and experience. In the
absence of qualified staff available, the basic requirement is that the substitute has
some relevant experience with children. Substitutes are usually employed on a daily
basis at a rate of compensation set by the Director and approved by the Board.
5.3.4 PROFESSIONAL STAFF FRINGE BENEFITS
Benefits in addition to basic salary are recognized by the Board as an integral part of
the total compensation plan for professional staff members. The benefits extended
to professional staff are intended to promote their present and future economic
security, to provide an incentive for professional development that will be of benefit to
the School as well as to the individual, and to encourage good teachers to extend
their contracts with the School.
Full-time professional staff members are employed under contracts (professional
service agreements) with the School. They shall receive benefits in accordance with
the terms of those contracts and the supplementary benefit schedules attached
thereto. Part-time professional staff members will be entitled to benefits only in
accordance with the specific terms of their employment contracts, and in proportion
to the percentage time for which they are hired. Substitute professional staff
members are not entitled to benefits, unless the substitute's assignment
(replacement assignment) is of such duration that, in the Director's judgment, some
entitlement to benefits is justified. In such cases, the replacement teacher will be
employed under a specific agreement setting forth the nature of the replacement
assignment, its expected duration, the compensation to be paid, and the benefit
entitlements to be included.
5.3.5 DELAYS IN ISSUING WORK PERMITS
The school is responsible for costs associated with delays in issuing work permits
providing the employee has fulfilled all their responsibilities as requested by the
school.
If the delay is caused by the fault of the employee not furnishing the requested
documentation correctly and within the timeframes advised then any additional costs
is the responsibility of the employee.
No employee shall book holidays, outside of Angola, until the work permit is
approved and the passport returned. If bookings are made the school will not be
responsible for any additional costs involved in changing or cancelling the bookings.
5.3.5
CHANGES IN PERSONAL CIRCUMSTANCES
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If a teacher changes their personal circumstances substantially and requests
considerations from the school regarding this change of status they will only be
entertained at the end of contract. If, for example, an employee were to marry during
the contract they would not be considered as having an accompanying partner. This
change of status might be approved for a new contract at the expiry of an existing
contract but only with the written approval of the Director.
5.3.5.1
CHANGES IN PERSONAL CIRCUMSTANCES – ACCOMMODATION
The School will not make any guarantees regarding the type of accommodation
provided once change of status has been approved nor make any promises
regarding employment of a spouse.
5.3.6 STAFF TERMINATION OF EMPLOYMENT
The Director is authorized to take all such action regarding the employment of the
School's employees which is not the prerogative of the Board nor precluded by law or
School policy. This power includes, but is not limited to, the following actions:







to request the resignation of an employee;
to act upon the resignation of an employee;
to apply disciplinary measures;
to suspend an employee prior to taking final action;
to reduce the number of employees;
to terminate the contract of an employee;
to decide not to renew the contract of an employee.
Before exercising his/her authority to terminate the contract of an employee 'for
cause', the Director shall inform the Board of these intentions
5.3.7 SUSPENSION AND DISMISSAL OF PROFESSIONAL STAFF MEMBERS
The Director shall establish fair and open disciplinary procedures. Such measures
may include but are not limited to:






verbal warnings or reprimands;
written warnings or reprimands;
pay deduction;
suspension with pay;
suspension without pay;
termination of employment.
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The Director, with the prior approval of the Board, may suspend an employee from
active duty for health reasons or for other specified written reasons if he/she deems
this to be in the interests of the School. However, the Director may suspend an
employee prior to informing the Board if in his/her opinion, immediate suspension is
in the interests of the School and he/she informs the Board as soon as possible. Any
suspension shall be with pay.
The Director may decide not to renew the contract of a professional staff member
without giving a specific reason. At the time contract offers are usually made
(December) the Director may either offer a contract, inform the staff member that a
contract will not be offered, or inform the staff member that depending on the
employee’s performance over the next three months a contract may be offered by
March 30.
Appeals of administrative decisions other than dismissal for cause shall be
conducted according to the procedures set out in the Board's policy on staff
complaints and grievances.
However, if the Director takes actions as described in this policy against an employee
during the processing of a grievance, the Director shall notify the Board immediately.
5.3.8
REDUCTION IN PROFESSIONAL STAFF WORK FORCE
If it should become necessary to reduce the number of employees (e.g., teachers in
a given subject area, grade or programme or to eliminate or consolidate positions or
programmes), the decision for retention or dismissal shall be made on an individual
basis, depending primarily upon the overall effectiveness of the employee in
conjunction with the needs of the School.
The following factors shall be considered when assessing the needs of the School:
curriculum needs, projected student enrolment, positions of extra duty to be filled,
extra-curricular activities to be supervised, and safety of students, employees and
facilities.
‘Overall effectiveness’ means demonstrated ability and willingness to fill the needs of
the School.
5.3.9
RESIGNATION OF PROFESSIONAL STAFF MEMBERS
The Director may accept and request resignations and shall inform the Board as
soon as possible. In a case of emergency (e.g. health, economic, personal or family
problems), an employee may request that his/her contract be terminated, subject to
the approval of the Director, and in compliance with the termination clause in the
current contract.
Once a professional staff member has signed a contract for a subsequent year of
employment at the School they are under an obligation to fulfill that contract. Should
they decide after signing that they do not wish to meet that obligation financial
penalties and loss of benefits may result. These penalties may include deduction
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from July/August salaries of the current contract to cover the costs of recruitment of
replacement and/or loss of benefits related to the existing contract such as excess
baggage allowance.
5.4
POLICIES PERTAINING TO SUPPORT STAFF
5.4.1
SUPPORT STAFF POSITIONS AND QUALIFICATIONS
The term 'support staff’ in this manual means those employees who serve the School
in a support rather than a teaching or administrative function. The term is meant to
include aides, secretaries and administrative support staff, maintenance staff,
custodians and drivers. In accordance with Section 5.3.3 the Director is responsible
for recruiting and employing individuals required for support staff positions.
Job descriptions will be developed by the School administration under the general
authority of the Director. The assignment of support staff members to particular
positions or tasks will be at the discretion of the Director, delegated as appropriate to
the Business Manager or Principal.
Support staff job descriptions are kept on file in the business office, and may be
consulted there.
5.5
SUPPORT STAFF COMPENSATION AND CONTRACTS
The Director will develop a salary schedule for support staff that provides adequate
compensation to attract and retain competent employees.
New positions must be approved by the Director and salaries and benefits must be
within the approved operating budget. The Director is delegated the authority to
negotiate contracts within the approved budget.
5.5.2
SUPPORT STAFF CONTRACT YEAR
The Contract Year varies for different categories of employees. The Director will
establish the number of contractual days for members of the School's support staff.
5.5.3
SUPPORT STAFF EMPLOYMENT
Before hiring support staff, the Director shall ensure that such staff are legally entitled
to work in Angola in accordance with Angolan law.
5.5.4
TEACHING ASSISTANTS
Teaching assistants will be employed by the School to assist in classes or subjects
where there is deemed to be a need by the administration. Their job will be to
support the teacher in the classroom so that he/she can best meet the needs of the
students in the class. Teaching assistants will have playground and lunch
supervision duties. Teaching assistants are to observe the School’s health and
safety regulations and to observe the School’s pedagogical guidelines. Teaching
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assistants should not talk to parents about their children or enter into any discussions
regarding the educational programme, and are subject to the School’s guidelines on
professional behaviour. Teaching assistants will be Angolan citizens, or have the
right to work under Angolan law.
6
INSTRUCTION
6.1
INSTRUCTIONAL GOALS AND OBJECTIVES POLICY
The School exists to provide an excellent educational opportunity, using the
framework of the International Baccalaureate’s Primary Years (PYP), Middle Years
(MYP) and Diploma Programmes (DP) primarily for both the international and
Angolan communities of Luanda. The main language of instruction shall be English.
6.1.1
CEREMONIES, CELEBRATIONS AND OBSERVANCES
The School will have regular assemblies which will take place during the school day.
The purpose of these assemblies is to share work and to unite the student body.
Parents are encouraged to attend these assemblies. Occasionally there will be
ceremonies to mark passages or events. There will not be academic, sporting or any
other award ceremonies during regular School hours. Sporting award ceremonies for
extra-curricular events can be held using School premises outside of School hours.
Scouts and other organizations using School premises may hold award ceremonies
outside of school hours.
Celebrations
The School is committed to internationalism as defined in the school philosophy and
in the philosophy of the International Baccalaureate Organization. The PYP, MYP
and DP Programmes define curriculum as everything that happens to a child at
school, and the School has examined and refined all practices so that they are in line
with our philosophy. The School believes that it is important to learn about other
cultures by looking at shared human experiences within meaningful contexts. All
celebrations at the School should be accessible to all children and should have a
greater significance other than simply recreational.
Religious Holiday Observance
The School recognizes that within its international student body there are students of
a variety of religions, and it encourages all members of the community to observe
their religious holidays with a minimum of disruption to School obligations.
Prearranged absences which enable students to be with their families during
religious observances are considered excused absences.
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6.2.1
CURRICULUM DEVELOPMENT/REVIEW OF INSTRUCTIONAL
PROGRAMMES
Basic to the philosophy of curriculum development and change is the concept that for
curriculum work done at the school level, the Principals are regarded as the
educational leaders and main educational innovators as well as the Coordinators and
Subject Heads.
All curriculum changes and developments will be collaborative efforts under the
supervision of the Principals. The Board will not normally be involved in minor
changes and adjustments to the instructional programme that remain within the
framework of the School's overall educational philosophy and instructional goals.
Major curriculum changes may be proposed by the Director as they may require the
approval of the Board.
6.2.2 REVIEW OF INSTRUCTIONAL PROGRAMME
The review and updating of the school programme is an on-going process throughout
each academic year. The Principals will supervise and coordinate all curriculum
review and development work in the school, with assistance from the PYP, MYP and
DP Coordinators. The Curriculum Coordination Committee – comprised of the
Principals and the Coordinators – will oversee the articulation of the three IB
curricula.
6.3
EVALUATION OF INSTRUCTIONAL PROGRAMME
The evaluation and updating of the school programme is an on-going process
throughout each academic year. The Principals will supervise and coordinate all
curriculum evaluation and development work in the School.
6.4
BASIC CURRICULUM DESIGN
The School’s curriculum is based on the principles and practices of the International
Baccalaureate Primary Years, Middle Years and Diploma Programmes.
The curriculum is designed around the framework and philosophy of the International
Baccalaureate Organization. The outcomes that focus the Programmes are
described in the qualities listed as the IB Learner Profile (see section 1.2.3). The
School, according to its educational philosophy and instructional goals, exists to
provide the best possible education for all of its students.
The written curriculum shall include the purpose and outline the content of each
subject area and indicate its scope and sequence, including the connections between
and among subject areas. This information shall be expressed clearly for the use of
parents, and for use by the School for informing instructional practices.
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6.4.1
CURRICULUM GUIDES
Under supervision of the Principals, the PYP, MYP and DP Coordinators will prepare
curriculum guides for use by teachers, parents and the administration to track the
scope and sequence of the subject areas. Each year level will have a sequential
map indicating the concepts, knowledge and skills taught within each subject over
the academic year.
6.4.2
ENGLISH AS AN ADDITIONAL LANGUAGE
The School does not provide intensive or extended English classes for non-English
speakers, rather it provides a support system to help students learn to function in an
English-speaking environment. It is expected that after a year of English students
will exit from the support programme.
Students in Years 7-13 should have fluency or near fluency in academic English.
The school provides English as an Additional Language Support (EAL) and, for
students in years 6 – 13, the LAS links proficiency test is used to provide an insight
into the English language proficiency of both potential and current students.
There are 5 levels as follows: Level 1 Beginner; Level 2 Early Intermediate; Level 3
Intermediate; Level 4 Proficient and; Level 5 Above Proficient. The following
guidelines outline the way these levels are used at LIS with particular reference to
how they inform enrollment decisions.
EAL GUIDELINES FOR ENROLLMENT OF EAL STUDENTS.
Levels are based on LAS links proficiency descriptors.
Year 6, and 7 – Early intermediate – Level 2
Year 8and 9 – Early Intermediate – Level 2
Year 10 and 11 – Intermediate – Level 3
Year 12 and 13 – Proficient – Level 4
The IB Diploma programme is a very challenging university preparatory course that
requires candidates to achieve high academic standards in six areas of knowledge.
The IB Certificate programme provides academic challenge, but in a reduced number
of subjects. In order to be accepted into a year 12 or 13 programme, students must
achieve at least a LAS links level 4.
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Students enrolling midway through the academic year (January 1) in Year 5 and Year
11 will be subject to Year 6 and Year 12 EAL enrolment requirements.
6.4.3
SECOND OR ADDITIONAL LANGUAGES
The School believes that language is at the heart of learning and is fundamental to
the curriculum as a basic tool of communication and understanding. Language is a
key means of maintaining one’s cultural identity and learning about the culture of
others. The School realizes that students should continue to develop their mother
tongue(s) as this not only provides the underlying basis for success in acquiring
additional languages but also because language skills are transferable between
languages and that mother tongue languages are crucial for maintaining cultural
identity and emotional stability. In support of this the School will provide the use of
School facilities after school hours for parents to organize mother tongue support and
instruction for their children.
The School will also organize an annual Language Week designed to raise
awareness about the importance of language diversity and to encourage students to
maintain their mother tongue.
In Years 2-7 all students who have a functional knowledge of English will have
Portuguese classes to develop conversation, vocabulary and understanding of local
culture. Portuguese classes are not designed for native speakers, yet these students
will be integrated into the lessons.
In Years 8-11 students will begin MYP Language B classes. In Years 12 and 13,
students will have options of Language B, Language B Ab Initio, or Self-Taught
Language A.
See language procedures in education documents
6.4.4
SPECIAL INSTRUCTIONAL PROGRAMMES
The School continues developing programmes to meet the needs of students with
learning disadvantages. However, the School is not equipped or staffed to educate
students with substantial or severe learning disabilities, some physical disabilities,
mental handicaps, or emotional problems.
While trying, as far as possible, to accommodate such students, the School reserves
the right to exclude students whose needs cannot be adequately met. The School
also reserves the right to request that parents have their children submitted for
psychological, neurological or educational testing if there is reasonable concern
about the student’s ability to be successful at the school. All costs relating to the
testing will be met by the parents. The results of the testing must be made available
to the School in English. The School reserves the right to exclude students until the
testing has been completed, or if the results of the testing indicate that the School
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cannot adequately meet the needs of the student, or the student‘s presence in the
School adversely affects the learning or well being of other students.
6.4.5
RELIGIOUS INSTRUCTION
The School treats the study of religion as one of the many aspects of human
knowledge and experience that are part of our curriculum. Every effort will be made
to answer questions in a general atmosphere of respect, so that pupils will gradually,
with the help of their parents and any formal religious training they may receive
outside the School, begin to make their own assessment of the worthwhile values
and beliefs in human relationships.
The School is a secular organization and does not promote the customs and
practices of any religion.
6.4.6
SEX EDUCATION
The MYP Health and Social Education aspect of the curriculum will include elements
of sex education.
Teachers are to avoid spontaneously discussing topics related to sex education or to
share their opinions or make value judgments and are expected to stay within the
limits of approved materials and guidelines.
6.4.7
TEACHING ABOUT ALCOHOL, DRUGS AND TOBACCO
It is the responsibility of the School to safeguard the health, character, and
personality development of its students. The Board and the School recognize that
the illegal or inappropriate use of alcohol or drugs constitutes a great danger to
young people's lives; the use of tobacco, which has been shown to be a danger to
public health, is discouraged for the same reason.
Therefore, the School will be concerned with educating students in the
consequences of alcohol, drug and tobacco use within the personal, social and
physical education programme.
Although the principle of trust and confidentiality between a student and his/her
teacher is to be treated with great seriousness, there are times when overriding
considerations make it necessary for the School to take action to protect a student
who may be placing him/herself in danger of breaking Angolan laws which could
place penalties on drug possession and use. Teachers will, therefore, have the
responsibility of discussing with the Principal or Director any instances of suspected
substance abuse, so that parents can be contacted and action taken deemed to be in
the best interests of the student(s) involved and indeed of the School itself.
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6.4.8
TEACHING ABOUT CONTROVERSIAL ISSUES
Controversial issues are important proposals or policies concerning which people
hold different points of view. While the School feels it is important to teach students
to look at things from a variety of perspectives, and to consider bias and prejudice, it
also feels it is important to carefully manage issues that might cause problems with
the host country, or issues that might be culturally sensitive. In the course of
classroom discussion when controversial issues are raised they will be approached
from the point of view of building an understanding of tolerance and diversity of
opinion.
6.4.9
TEACHING ABOUT HIV/AIDS
Information about HIV/AIDS will be included as part of relevant units of instruction,
and as part of the personal social and physical education programme and health and
social education. Every effort will be made to create a climate among the students
that is devoid of unreasonable fear, anxiety or prejudice.
6.4.10
PHYSICAL EDUCATION
The School recognizes and values the importance of a physical education
programme aimed at teaching students the physical, social and health benefits of
regular, varied and sustained exercise. In order for our students to become wellbalanced individuals, the School will provide opportunities through the physical
education programme for them to become involved in various forms of physical
activity, including both team and individual activity. The School realizes that more
students are likely to reap long-term benefits if the programme is varied,
differentiated and designed to encourage rather than discourage participation.
Therefore, competition will not be part of the physical education programme, but will
be reserved for the extra-curricular events which students can volunteer to join.
6.4.11
SERVICES FOR EXCEPTIONAL CHILDREN
Although the School is non-selective, which means that pupils are accepted without
examination, the Director is authorized by the Board not to accept pupils outside the
normal range of ability and progress who might require either specialist teaching the
School cannot provide, or a disproportionate amount of the teacher's time.
Classes are kept to a size that allows more than average individual attention.
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6.5
EXTRA CURRICULAR PROGRAMMES
The School offers extra-curricular activities for students supervised by the teachers
after school hours. In addition, the School will try to employ outside instructors or
parents to offer a broad range of activities.
6.6
CLASS SIZE
In order to underscore the concern for children as individuals which is inherent in the
School's philosophy, the School will do everything possible to ensure a
student/teacher ratio which is in the best interest of all concerned, taking into account
not only educational but also financial considerations.
Parents and staff are expected to understand the complexities underlying target
figures: the needs of a changing student population, the needs of a total school
programme and all the uncertainties inherent in the operation of a private,
international school. Because of these complexities, class size target figures may
vary from one class to another at the discretion of the Principal.
Every effort will be made to limit the number of students per classroom to 21; under
certain circumstances, and upon agreement with the Board, the number could
increase to accommodate students from companies holding valid Certificates.
6.7
INSTRUCTIONAL RESOURCES
6.7.1
INSTRUCTIONAL MATERIALS
The selection of instructional materials is a function of the administrative and
teaching staff. Every effort will be made to insure that teachers and students have
access to the quality and quantity of materials and resources necessary. Book
selection and adoption must be compatible with available finances and the existing
curriculum of the grade level/s for which the books are selected.
6.7.2
SCHOOL LIBRARIES AND MEDIA CENTRES
Book selection and review are the responsibility of the School administration and
instructional staff and will be co-ordinated throughout the School.
The School’s librarians, assisted by teachers, will make their recommendations
regarding ordering materials to the Director. Books shall be chosen that will further
the Mission, Values and Objectives of the School.
Educational materials are to be sought which enable the enrichment of the curriculum
through the use of contemporary technology. The School shall make every
endeavour to continuously update and add to the technological resources in the
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libraries. The School allows students, teachers, and parents to borrow library
materials. As instructional and library materials represent a large investment on
behalf of the School, students or parents who lose or damage books will be
responsible for replacing them directly. The School will not release school reports or
records until books or materials have been replaced.
6.7.3 SCHOOL VOLUNTEERS
The School encourages parents and family members to act as volunteers in the
classrooms, libraries, and to assist with special events. Volunteers will be
coordinated through the classroom teachers, librarians, PTA and Principals.
Volunteers who are not family members of students in the school will need to present
themselves to the Director for security clearance.
6.8
FIELD TRIPS AND EXCURSIONS
The Board authorizes and encourages field trips for educational purposes provided
such trips are properly planned and have been approved by the Principal.
A field trip is defined as an educational activity that meets the following criteria:
a. it involves a specific class or classes;
b. it is intended for all students in the class;
c. it takes the class away from the classroom;
d. it has an identifiable educational objective;
e. it includes preparing the students for the activity, and follow-up evaluation
after the trip;
f. each outing has been assessed in advance regarding the level of
supervision, dependent on the age of the students and the activities
undertaken.
Refer to Section 9.4 regarding the safety and security policies associated with
school-sponsored trips.
Parental permission is required for all field trips. All arrangements and schedules
must be approved by the Principal or Director at least 1 week before the planned trip.
If the trip involves unusual distances, duration, or activities, the Director should be
informed before any information has been shared with students or parents, and at
least one month prior to the event. Parents must be informed at least two weeks
prior to the event.
School transportation vehicles, if available, will be used for School trips. If
transportation is to be provided by other than the School’s normal student
transportation vehicles this information must be included on the parental permission
slip. All vehicles other than school vehicles must be cleared for safety by the
Principal, and must have seat belts.
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On all School-sponsored trips involving students, provision must be made for proper
supervision by School employees. Parents are permitted and encouraged to assist
School staff in such supervision.
6.9
ASSESSMENT OF STUDENT LEARNING
Assessment is integral to all teaching and learning. It is central to the PYP, MYP and
DP goals of thoughtfully and effectively guiding students through the five essential
elements of learning: the understanding of concepts, the acquisition of knowledge,
the mastering of skills, the development of attitudes, and the decision to take action.
Assessment is the means by which the School analyses student learning and the
effectiveness of teaching, and acts as a foundation from which to base its future
planning and practice. Portfolio maintenance is an integral aspect of on-going
assessment by both the student and the teacher. The School’s philosophy on
assessment is as follows:
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6.9.1
Reflection is an essential and integral part of assessment;
Educative assessment is anchored in authentic tasks;
Feedback is central to all learning and teaching;
Educative assessment provides students and teachers with feedback that
they can use to revise their performance;
Assessment provides information for the teachers, the learners, the
parents, the administration and the larger school community;
Assessment should embrace the School’s values of respect, nondiscrimination, and diversity.
HOMEWORK
A homework policy developed by the teachers and administration is included in the
parent handbook. The School recognizes that homework helps students to develop
responsibility and good study habits, to independently apply their skills and
knowledge, to become enthusiastic readers and to become able to independently
manage themselves as learners in their life beyond school.
Parents are expected to monitor their children’s homework and to communicate with
their children’s teachers if there are any concerns. At the MYP and DP levels, failure
to complete homework will have a negative impact on the student’s grades.
6.9.2
GRADING SYSTEMS
A norm-referenced grading system is not employed in the School. Instead we report
student performance against criteria and individual student progress over time.
There are report formats for the PYP, MYP and DP in which students are marked
against criteria from 1 to 7.
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6.9.3
REPORTING TO PARENTS
The School’s reporting system reflects the essential elements and beliefs of the
International Baccalaureate Organization. The reports are all based on the
International Baccalaureate criterion-referenced system with marks ranging from 1
(lowest) to 7 (highest). The format of reports varies to reflect the age range and
frameworks of the three programmes.
6.9.4
PARENT CONFERENCES
Parent-Teacher Conferences will be held at the end of the first and second terms.
Student-Led Conferences, including the student, parents and teacher will be held
towards the end of the third term. Additionally, individual parent conferences may be
scheduled at any time during the year at the initiation of either the parent, the
teacher(s), the Principal or the Director.
6.9.5
PROMOTION AND RETENTION OF STUDENTS
In the PYP (Years 1-6), the School will normally promote students to the subsequent
year level at the end of the academic year for the following academic year. All
changes in year level recommended by teachers at any time of the year will be
discussed with parents before any such changes are made or discussed with
students. The teachers can recommend the retention of a student due to
maturational issues or lack of the academic progress necessary for a student to be
successful in the subsequent year. The School will notify parents at the end of the
second term if there are concerns about the ability of a child to be successful in the
next year level. When it is considered that in the best interest of the child and/or
other children, the child should be neither retained nor promoted, the School will
make every effort to suggest to the parents alternative schooling options for the
student.
In the MYP and DP, students are expected to maintain a standard set by the School
for promotion to the subsequent year level. Marks of 3 or less indicate that the
student has not made sufficient progress in the subject area to warrant promotion.
The teachers can recommend the retention of a student due to lack of the academic
progress necessary for a student to be successful in the subsequent year.
6.9.6
INDIVIDUAL HELP AND TUTORING
Professional ethics and responsibility require that teachers make themselves
available during the school day for student conferences and extra help outside the
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regular class periods for the subjects taught. No reimbursement may be accepted
for such extra help for students. In some cases, teachers may recommend to
parents, through the Principal, that a student receives academic tutorial help outside
school hours. Permitting, arranging, and paying for such tutorial assistance will be
responsibilities of the parents. The School will only recommend tutors; it is not
responsible for the quality of instruction. It will be recommended to parents that
tutors will be more effective when working in cooperation with the class teacher.
School teachers may not tutor any students for pay as this is in conflict with Angolan
labour laws and is considered a conflict of professional interests.
6.10
PARENT COMPLAINTS AND GRIEVANCES
Parents with complaints or grievances should, in the first instance, bring the issue to
the attention of the teacher. If matters are not resolved to their satisfaction they
should meet with the Principal. If matters are still not resolved to the parents’
satisfaction, then they should meet with the Director. If the matter is still unresolved a
written letter may be directed to the Board Chairperson with a copy given to the
Director. Resolution of the issue may be handled by either the Board or a committee
of the Board at the Board’s discretion. In all cases parental complaints should be
dealt with courteously and promptly, preferably within five school days of the parent
raising the issue.
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7
STUDENTS
7.1
RESPONSIVE AND FAIR EDUCATIONAL OPPORTUNITIES
The School works for an educational environment that places great emphasis on
individual attention and instruction; that seeks to stimulate and encourage each
student's intellectual curiosity and discipline; and that fosters in each student a sense
of self-worth and responsibility for his/her own work.
The School does not discriminate on the basis of race, creed, colour, gender, or
national origin, and seeks to accept all qualified students who apply, subject to
limitations placed by the Angolan Government on the enrolment of Angolan citizens.
The School is not equipped or staffed to educate students with severe learning
disabilities, physical or mental handicaps, or emotional problems. The School
reserves the right to exclude students whose needs cannot be adequately met.
7.2
ADMISSION
Applications for admission are accepted throughout the year, based on space
available. Families seeking admission for their child(ren) should contact the
Enrolment Department. Although all students are eligible for admission if it is
believed that the School can meet their particular needs, priority will be given to
students from companies holding Certificates.
Students with moderate or severe physical, mental or emotional handicaps cannot be
admitted unless, in the Principal’s or Director's judgment, adequate provision can be
made. Students with learning difficulties may be admitted if it is believed that the
disabilities can be dealt with by available resources including perhaps extra
assistance from personnel hired by the family, and that the children can be placed in
the regular classroom.
7.2.1
ADMISSION REQUIREMENTS AND PLACEMENT OF STUDENTS
ADMISSION CRITERIA
The School accepts students from diverse school backgrounds, with a range of
academic abilities. However, the School reserves the right to refuse admission to
students whose educational or physical needs cannot be well served by the School,
or to those with references indicating that their enrolment may be detrimental to the
School.
COMPLETED APPLICATION AND WAITING LIST
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Students who have met all the admission requirements are either enrolled or placed
on the waiting list. Students whose applications are supported by Certificates issued
by LISA will be given priority.
A completed application includes:
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Registration form
Medical form (medical history)
Copy of passport
Copy of vaccination card (TB test result essential)
Academic records (previous three years)
References from English and Math teacher as well as secondary principal
(only secondary applicants)
$400 non-refundable application fee (waived for certificate applicants)
Students applying for placement will not be accepted until the School has received all
items necessary to file a full application.
ENGLISH PROFICIENCY REQUIREMENTS
The School offers an English language education to the international community of
Luanda. The level of English language skills required for admission increases with
the age of applicant. The School offers English as an Additional Language (EAL)
programme in Years 2-11, which is aimed at improving the quality of education for
students with limited English proficiency. For admission to higher years applicants
should have sufficient knowledge of English to be able to actively understand and
participate in the classroom.
INITIAL PLACEMENT
All students are initially placed according to their age cohort. Details of these age
ranges and appropriate Grades (Year Groups) are available at the school. In rare
cases it may be necessary to adjust the placement. This will only take place after a
few weeks have elapsed allowing for careful observation and written assessments.
Students who join LIS in the Pre-Primary classes or Year 1 will be placed with their
age cohort in accordance with the cut-off dates explained below. Each child’s stage
of development is unique due to a range of factors. These include individual maturity
and length of school experience as well as different types of learning environment
attended (e.g. play-groups, kindergarten, Montessori). The LIS early years
programme combines the IB Primary Years Programme with Reggio Emilia. We
focus on a holistic approach which develops the behaviour and skills of each child.
Classes are small so the teacher to student ratio is high. This enables the social and
learning needs of each student to be met. Therefore students will not be separated
from their age cohort as this would be detrimental to their balanced development.
All incoming students are assessed in basic skills prior to enrollment. Non-native
English speakers may be assessed for English proficiency.
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ANGOLAN STUDENTS
Angolan families planning to enrol their children in the School should be aware that
the School’s programme is international in nature and is not equivalent to the
Angolan curriculum. Children attending the School may find it difficult to later transfer
to an Angolan school as the Ministry of Education may not recognize time spent at
LIS learning in English as equal to time spent in an Angolan school where the
language of instruction is Portuguese. Families are asked to consider carefully their
long-term plans before enrolling a student in our School.
SPECIAL NEEDS
Parents are expected to inform the School at the time of application if their child has
been receiving any special help in their previous school. The resources of the
School and Luanda are limited in their ability to accommodate students with special
needs. If parents suspect their child may have difficulty, they should discuss this with
the Enrolment Department and the Principal at the time of application. If it is
determined that a student cannot succeed in the School’s regular academic
programme, the student will not be permitted to re-enrol the following school year. If
after enrolling the student the School discovers that the student has learning needs
or unacceptable behaviour, the student will not be allowed to re-enrol, and in some
cases may be withdrawn from the School during the school year.
RE-ENROLMENT
Students in good standing will be re-enrolled the following school year and promoted
to the next year level. The School reserves the right, however, to deny re-enrolment
to a student whose behaviour disturbs the learning environment and/or threatens the
safety and well-being of other students, to a student whose continued lack of effort
results in unsatisfactory academic progress, or to a student whose educational or
physical needs can no longer be well served by the School.
WITHDRAWAL PROCEDURES
Parents who intend to withdraw their child(ren) either during or at the end of the
school year should obtain or complete the Withdrawal Form before their departure.
Transcripts and Leaving Certificates cannot be released or forwarded to new schools
until the completed Withdrawal Form is given to the Enrolment Office. The
Withdrawal Form ensures that all classroom textbooks, materials and library books
have been returned in good condition. Refunds of school fees are related to timely
notification that a student will be withdrawn and can only be issued after a clear
account has been confirmed.
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LOCAL HIRE TEACHERS’ CHILDREN
A local hire permanent teacher may enrol their children at LISA at a preferential rate
based at 50% of the standard corporate rate. No capital fee is payable.
Payment may be made by monthly salary deductions.
This benefit is subject to the following conditions:







The teacher must have been employed at LISA for a minimum of 3 years on a
full time basis.
No tuition funding is available from the spouses’ employer.
A limit of 2 children, per teacher, may be covered under this discount.
A space must be available in the applicable year group. Under no
circumstances will a student be enrolled unless the class size remains within
agreed class student numbers.
Students covered under this policy shall be limited to 10 in total.
If the teacher leaves their employment at LISA, for whatever reason, then
either full fees become immediately payable or the children need to be
withdrawn from the school.
All current enrolment polices, including English aptitude testing, must be
complied with.
7.2.2
PREFERENTIAL CONDITIONS FOR ADMISSION
The School has sold Certificates in order to raise money to construct the campus.
These Certificates give the holders certain priorities of admission to the School.
Firstly, these individuals will receive priority in placement, given they fulfil all
academic requirements. Further, all individuals placed onto a Certificate will be
waived from payment of the Facility Fee. It is, however, understood that a Certificate
will be allocated to a student throughout his/her time at LIS.
The Board may, at its discretion, issue additional Certificates for the purpose of
funding additional School expansion and improvement projects.
7.2.3
ASSIGNMENT OF STUDENTS TO CLASSES
When there are two or more sections of a particular level, the decision as to which
section a student will be assigned is made by the teachers and supported by the
Principal, or, in his/her absence, by the Director.
7.3
STUDENT ATTENDENCE
7.3.1
STUDENT ABSENCES AND TARDINESS
Students need to maintain consistent attendance in order to succeed at School.
Students should be absent only for unavoidable reasons, such as illness or family
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emergency. The School expects the cooperation of parents in ensuring that their
children attend School unless exceptional circumstances make this impossible.
The Principals are responsible for setting and overseeing attendance procedures and
for ensuring that (1) attendance and tardiness are checked and recorded daily; (2)
written explanations are submitted by parents for all absences over a given number
of days; (3) unexplained absences are investigated. It is the responsibility of the
Principal - and, in difficult cases, the Counselor - to work with parents and students to
seek solutions to poor attendance patterns.
If poor attendance persists, it may be necessary to have the student repeat the
school year, or to request that the parents withdraw the student from the School.
Learning during extended absences should be arranged through the teacher(s) and
the Principal. In the Primary School, the programme is based on learning in a social
context whereby students work together to develop their skills. It is therefore not felt
appropriate to provide worksheets if a student has to be absent during term time. In
the Secondary School, students will be held responsible for making up all missed
work.
In the Diploma Programme, students are required to attend a requisite number of
hours to be registered to sit the Diploma Exams.
7.4
STUDENT RIGHTS AND RESPONSIBILITIES
Each student in our School has the right to be treated with respect, courtesy and
consideration by every other student, teacher, School employee, or other adult in the
School. He/she has the right to know what the rules are and to appeal to a higher
authority when he/she feels unfairly treated.
However, persons in positions of responsibility at LIS have the authority to carry out
decisions for the benefit and safety of all students and staff.
7.4.1
STUDENT CODE OF CONDUCT
All students should:
1.
2.
3.
4.
5.
6.
7.
treat each other respectfully;
respect essential agreements;
be polite to each other, teachers, other staff and visitors;
look after School property, equipment and other students’ possessions;
respect other people’s cultures;
make new students feel welcome;
be honest.
All School rules will be logical extensions of these basic expectations, and will be
explained to students in those terms.
It is expected that most students, in most instances, will be able to keep to the basic
code of conduct outlined above. However, there will inevitably be times when
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students need to be reminded of their responsibilities to themselves and to the
School, and when it may be necessary to impose disciplinary procedures. When
problems of behaviour arise, they will be dealt with according to the School discipline
policy by the relevant member of the School leadership team.
BULLYING
Every student should feel comfortable and safe coming to school. Bullying, whether
verbal, physical or through text, is completely unacceptable at LIS and will be dealt
with firmly in accordance with the bullying policy. Students who feel they are being
bullied should talk to their teacher, counselor or another member of staff immediately.
They should not just put up with it! Anti-bullying measures are ongoing and are
implemented with the input of the whole community.
CONSEQUENCES
Students must realize that there are consequences for negative behaviour patterns
and that they will be carried out in a fair and just manner. All students must recognize
that they are able to take responsibility for their actions. Therefore, it is logical that
students will have to face up to these consequences whenever an essential
agreement has been broken. These consequences include: lunchtime detention,
counselor meeting, principal meeting, parental meeting, behaviour monitoring,
internal school suspension, out-of-school suspension and expulsion. The weight of
the consequence will depend on the severity of the violation. Students, teachers and
parents are required to report these violations to the Principal who will then fairly and
justly evaluate the appropriate consequence in line with discipline procedures.
Reconciliatory and restorative procedures may also be implemented along with these
consequences.
7.4.2
STUDENT DRESS CODE
THE PRINCIPALS WILL SET STANDARDS FOR STUDENT DRESS CODE, AND THESE
WILL BE PUBLISHED ANNUALLY IN THE SCHOOL’S STUDENT AND PARENT
HANDBOOK.
7.4.3
TOBACCO, ALCOHOL AND DRUG USE BY STUDENTS
Smoking by Students
It is forbidden for students to use tobacco anywhere on campus or while attending
any School related activity off campus and students found smoking will be
suspended. If there is a second violation of this policy the student could be expelled
from the School.
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Alcohol Abuse
The use or possession, buying or selling, or sharing of alcoholic beverages by any
student on the School campus or during School-sponsored activities anywhere is
prohibited. Any student who violates this policy shall be immediately suspended. If
there is a second violation of this policy the student could be expelled from the
School.
Drug Abuse
The unlawful use, possession, buying, selling or giving of or trafficking in narcotics,
stimulants, barbiturates, suppressants, hallucinogenic drugs, marijuana or any other
dangerous drug by any student of the School on its campus, in its immediate
environs, or during School-sponsored activities is prohibited. Any student who
violates this policy shall be immediately suspended from the School. If it is
determined after investigation by the Director that the student was providing the
prohibited substance to other students or school staff, then the student will be
expelled from the School.
7.4.4
THE SEARCHING OF STUDENTS
The School acts not only on its own behalf but also in loco parentis for students
during the school day, as well as during any School-sponsored extra-curricular
activities. The Director will make every reasonable attempt to notify parents prior to
permitting any person from outside the School to question or detain a student.
Furthermore, the Board delegates the responsibility for all School property and
discipline to the Director. Inspection of School property, including but not limited to
lockers, may be made at the discretion of the Director and/or the Principal if there is
cause to do so. If items considered illegal or potentially harmful or mischievous are
thought to be kept at the School by a student then the Director and/or the Principals
may search the School property without notifying the student or parents. Two adults
representing the School will be present at such searches. A written report must be
made to the parents and to the Director.
When there are reasonable indications that a student has drugs or potentially
dangerous articles in his/her possession, designated School staff of the same sex as
the student will be authorized to search the student. Such searches must be
witnessed by two adults of the same sex as the student in question. Where possible
the student’s parent will be called in to witness such a search. A written report must
be made to the parents and, if not directly involved, to the Director.
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7.4.5
STUDENT COMPLAINTS AND GRIEVANCES
In the interest of safety and order in the School, it is expected that students obey
directions first and ask questions later. Most complaints and grievances can and
must be resolved at the level at which they arise: between the student and the
teacher or other School employee, with the help of the Principals if necessary. In all
cases student complaints should be dealt with courteously and promptly. If any
matter cannot be resolved at that level the student may take the issue to the Director.
A student may also have his/her parents act on their behalf to resolve a complaint
and/or grievance. See Section 6.10.
7.5
STUDENT BEHAVIOUR
7.5.1
THE SCHOOL’S EXPECTATIONS
The School has high expectations for all its students and students at LIS are
encouraged to monitor their behaviour to reflect the IB learner profile and attitudes.
7.5.2
THE PRIMARY SCHOOL
The Behaviour Policy in the Primary School is as follows:
Essential agreements
Teachers work with their students to develop essential agreements explaining how to
behave towards others at LIS. Students are expected to respect and follow these
essential agreements made with their classmates and teachers.
Inappropriate or unacceptable behaviour by a student will be addressed with the
following steps:




the teacher will discuss with the child ways to prevent further episodes
parents will be informed of the incident and strategies developed to prevent
further occurrences
parents will meet with the Primary Principal and class teacher to develop an
action plan to improve behaviour
if a student continues to demonstrate unacceptable behaviour, s/he will be
excluded from the school
Steps can be skipped at the discretion of staff based on the seriousness of the
incident.
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7.5.3
THE SECONDARY SCHOOL
Cases of indiscipline in the Secondary School are dealt with on a case by case basis.
The steps which follow are a guideline only:




the teacher will discuss with the student why the behaviour is unacceptable and
ways to prevent further episodes
if the misbehaviour is thought to warrant further action, the student can be placed
in lunchtime detention during which time they will reflect, in writing, on why their
behaviour is inappropriate
should the student’s misbehaviour be felt sufficiently serious, or is repeated, the
matter can be referred to the Deputy Principal who may contact the student’s
parents to discuss the matter
if a student continues to demonstrate unacceptable behaviour, or in cases of
particularly serious breaches of discipline, the student will be suspended from the
School, either internally or externally. The ultimate sanction is expulsion from
School. See Section 7.5.5 below.
Steps can be skipped at the discretion of staff based on the seriousness of the
incident.
7.5.4
CORPORAL PUNISHMENT
Corporal punishment is not acceptable under any circumstances. Violation of this is
considered a serious offence and could result in suspension or termination of the
employee’s contract.
7.5.5
SUSPENSION AND EXPULSION OF STUDENTS
Suspension
For serious breaches of discipline, the Principal can give the student an internal
suspension in which the student will work alone rather than in class. When deemed
necessary the Director has the authority to suspend a student for serious and/or
chronic offences. The student’s parents will be informed of the reasons for the
suspension, the length of the suspension and if applicable the terms for the student’s
return to classes.
Expulsion
Very serious and/or chronic offences may lead to expulsion. This action shall only be
taken after due consideration and consultation between the Principal, the Director,
the student, and the parents. The Board shall receive written notice of all expulsions
prior to, or concurrent with, the expulsion.
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Forfeiture of Tuition Fees: If a student is suspended or expelled, tuition fees for the
period of suspension or for the remainder of the term after expulsion cannot be
refunded.
7.5.6
HARASSMENT BY STUDENTS
Harassment includes physical violence, intimidation, bullying, ridiculing and other
behaviours which cause distress to other students or teachers. Upon an initial
incident, depending on its severity, teachers will work with the student to prevent
further such episodes. If a second incident occurs, parents will be contacted for
consultation, and strategies will be formulated with the intent of preventing further
incidents from arising. If a third incident takes place, the parents will be informed that
the student will be suspended until an “action plan” is created by the School and the
parents, to ensure the safety and well being of other students. The School’s
objective is to use the consequences in an immediate and non- judgmental manner,
with the safety and welfare of all students in mind. If a student repeatedly hurts or
harasses other students despite the efforts to correct this behaviour, the student will
be excluded from the School.
7.6
STUDENT SERVICES
7.6.1
STUDENT WELFARE AND SAFETY
7.6.1.1
SUPERVISION OF STUDENTS
The School is responsible for the safety and adequate supervision of students while
they are on School property or engaged in School-sponsored activities. School
personnel must know at all times precisely where students are; if any student has to
leave School grounds for any reason, precautions must be taken to ensure that
he/she is dismissed only for proper reasons and into proper hands.
7.6.1.2
ACCIDENTS, INJURIES AND FIRST AID
Students requiring first aid shall be treated by the School personnel. In cases of
head injuries or injuries that are severe or require further attention, the parents will be
notified, by phone if possible or by sending a note home with the student. In cases
where an injury appears to require attention beyond that available at School, every
attempt will be made to contact the parents. If this is not possible or the injury
requires prompt attention by medical personnel, the School ambulance service will
be called, and the administration and the parents immediately notified.
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In cases were a student receives first aid treatment while at School for a serious
injury, a note will be sent home with the student describing what happened and the
treatment given.
7.6.1.3
STUDENT INSURANCE PROGRAMME
The School does not maintain accident insurance covering students.
7.6.2
STUDENT HEALTH SERVICES
7.6.2.1
VACCINATIONS AND IMMUNIZATIONS
Upon admission or re-enrolment every registered student must submit a Health Card.
Upon admission and every registered student must undergo a complete medical
examination and submit a doctor’s statement to the administration. Every student
must either be tested regularly for tuberculosis (TB) or vaccinated against TB. The
doctor’s statement should indicate that one of these precautions has been taken.
7.6.2.2
COMMUNICABLE DISEASES
Students with communicable diseases shall not attend School if the disease could
likely be spread to other students.
The laws of Angola regarding communicable diseases shall be complied with and
advice of local health authorities/facilities shall be solicited and adhered to.
7.6.2.2.1
PARENTAL RESPONSIBILITIES
When requested by the School, parents are obliged to obtain confirmation from their
doctor/physician about the nature of suspected disease and the potential risk to other
students. A letter from the doctor/physician explaining the disease and the potential
risk should be provided.
Parents should inform the School administration (Principal or Director) immediately if
a child has an infectious disease so that the School is properly informed and a
decision made with respect to advising other parents, when applicable, about
possible symptoms to watch for.
7.6.2.2.2
HIV INFECTION OR AIDS
The School policy and procedures concerning HIV-infection (and AIDS) shall be the
same as for all serious communicable diseases, such as infectious hepatitis,
tuberculosis, herpes, etc. They shall be based upon current knowledge about known
risk factors and modes of transmission and reflect concern for individual as well as
group welfare within the School community.
The School rests assured in the solid medical opinion that HIV-infected persons pose
no threat whatsoever to the health of their companions or associates in the School
setting.
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7.6.2.2.3
INFECTIOUS DISEASES
The School administration should be informed about all infectious diseases whether
hepatitis, tuberculosis, etc) or less serious head-lice, measles, chicken pox, etc). All
cases reported should be accompanied where possible with a letter from the doctor
clearly identifying the disease and also recommendations for treatment as well as
precautions to prevent its spread.
Parents should keep their children at home until the doctor has declared the child
clear of the infectious disease. In the case of head lice, all eggs must be removed
from the child’s hair before the child will be allowed to attend school. In the case of a
serious infectious disease, the School may ask for evidence in the form of test results
to ensure the safety of other children.
7.6.2.2.4
EDUCATION ON COMMUNICABLE DISEASES
Age-appropriate education on communicable diseases, including HIV and AIDS, will
be presented to students through existing health and social education classes. The
School will work actively to create a climate of understanding and tolerance for
persons infected with communicable diseases, including HIV or AIDS.
7.6.2.2.5
PROTECTION OF PATIENT’S RIGHTS
The protection of the patient’s right of privacy is equally important as that of
protecting the students and staff of the School and as such all the information will
remain strictly confidential. However, the Director must be fully informed and in a
position to refer the case for independent medical advice or to the Board for
additional advice and/or clarification prior to any final decision being made on how to
address the situation.
The person involved, and the parents, shall be informed ahead of time if the
disclosure of the information to the rest of the School is required and where possible
the identity of the person will be kept confidential.
7.6.2.4
ADMINISTERING MEDICINES TO STUDENTS
No medications will be administered to the students without complete written
instructions from a medical physician and written permission and waiver of liability
from a parent or legal guardian.
7.7
STUDENT ORGANIZATIONS AND CLUBS
7.7.1
STUDENT GOVERNMENT
Student Councils will operate in both Primary and Secondary Schools under the
supervision and direction of an adviser. Student Council members will be elected by
students in each class, following an agreed system. A code of conduct and
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procedures will be developed by the staff members who take responsibility for the
Student Council.
7.7.2
STUDENT ACTIVITIES FUNDS AND FUND RAISING
Students must secure advanced approval from the administration for any fundraising activities.
7.7.3
STUDENT SOCIAL EVENTS AND PERFORMANCES
School social events will be encouraged to enrich students’ lives. Students are
responsible for working with the teachers and administration to plan these events.
The organization of social events is one of the areas of responsibility of the Primary
and Secondary Student Councils.
Student performances will be planned as a part of the School’s assembly
programmes. Occasionally, larger performances will be scheduled for parent
audiences.
7.7.4
STUDENT PUBLICATIONS
The School encourages students to express their views in School-sponsored
publications, but they must observe rules of responsible journalism. This means that
libelous statements, obscenity, defamation of persons, false statements, material
advocating racial or religious prejudice, hatred, violence, the breaking of laws or
school regulations, or material designed to disrupt the educational process will not be
permitted.
The School also encourages School-sponsored publications as an educational
activity through which students can gain experience in reporting, writing, editing, and
an understanding of responsible journalism. The sponsors of student publications
have a responsibility to review the contents of these papers before publication and to
assist students in improving their skills and modes of expression, and to recognize
material that is in poor taste, misleading, false, ill-advised, prejudiced, or libelous.
Students' right to speak freely within the parameters set above should be seriously
considered and protected. For that reason, the emphasis in the publication process
should be on review, not on "official approval"; any decision by a School official to
withhold approval must be based only on the standards set forth in the first
paragraph of this policy.
7.7.5
CELEBRATION OF STUDENT ACHIEVEMENT
In line with the IB philosophy, children are encouraged to continually improve their
individual performance. There may be some events during the school year where
particular student attributes are recognized.
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7.8
STUDENT RECORDS
Accurate records shall be maintained for all students attending the School. All such
records will be preserved, either in original form or on some other media for a period
of 10 years.
Student record data are designed to promote the welfare of the students. When
parents and students fill out forms and give personal information about themselves,
they have a right to expect that such information will be confidential and will only be
used in a professional manner and in the best interests of the students.
Parents/guardians of students have the right of access to information about their
children in School record-keeping systems. Appropriate School personnel have the
right to view student records. Others may view or obtain copies of student records
only after securing written parental or former (now adult) student permission.
Parents/guardians or students attending the School may challenge the content of
these records to correct or amend alleged inaccuracies. The final decision in these
cases will be made by the Director.
Surveys, questionnaires, and study proposals that are submitted to the School by
outside organizations or individuals and that involve student data must be referred to
the Director for consent to reply, review, recommendation, and coordination.
7.8.1
STUDENT TRANSCRIPTS
Due to the nature of the expatriate community, there is a high frequency of student
transfers from the School to a school in another country.
The School staff will make every effort to make such transfers go smoothly, and to
prepare transfer papers as quickly as possible. Parents who intend to withdraw
students from the School should notify the School in writing; if sufficient notice is
given, a leaving certificate with a school transcript will be prepared to either send to
the new school upon request or to give to the parents before their departure.
Leaving certificates and transcripts are signed and sealed by a member of the School
administration. School transcripts indicate year levels attended and the marks
awarded for each subject area for each term of those years.
No records or transcripts will be released to anyone until all financial obligations to
the School have been met.
7.8.2 CREDITS AND GRADUATION REQUIREMENTS
The School offers three options for each student completing their secondary
education:
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1) the IB Diploma and the LIS Diploma,
2) IB Certificates and the LIS Diploma, or
3) the LIS Diploma only.
IB MYP CERTIFICATE REQUIREMENTS:
To achieve an MYP Certificate a student must complete steps 1 to 5.
To achieve an MYP/LIS Record of Achievement students must complete steps 2 to 5:
1) Be in the MYP throughout Years 10 and 11 (part of this could be at another
MYP school)
2) Complete the Community and Service requirements each year
3) Achieve at least a Level Three in the Personal Project
4) Achieve at least a Level Two in each subject group
5) Achieve a mean of a Level Four from the eight subject groups and the
Personal Project
To be eligible for the full IB Diploma Programme in Years 12 and 13 all students must
achieve either an MYP Certificate or an MYP/LIS Record of Achievement.
IB DP DIPLOMA REQUIREMENTS:
To achieve the IB Diploma students must satisfy the following:






Successful completion of at least 3 HL subjects and 3 SL subjects
A mean score of Level 4 in all subjects
A mean score of Level 4 for all HL subjects with no levels below 3
A mean score of Level 3 for all SL subjects with no levels below 2
At least grade D for both TOK and EE
Successful completion of all CAS requirements
NB: full details are available in General Regulations: Diploma Programme, 2007
GRADUATION REQUIREMENTS:
The requirements are based on students successfully completing either a range of IB
diploma subjects or certificate subjects, and this assessment will be made by, at the
latest, the start of the final exam session in May. The following is required:





Successful completion of at least 5 IB Standard level certificate courses
including the required attendance and full submission of all work
A mean of level 3 must be achieved
The above courses to include two languages and a mathematics course
Formal completion of all Creativity, Action and Service (CAS) requirements
Attendance and completion of the Theory of Knowledge (TOK) course
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In exceptional circumstances, some of these requirements may be waived or
individual students may be exempted from certain requirements at the School’s
discretion, subject to the approval of the Director.
8.0 COMMUNITY AND INTER-ORGANISATIONAL
8.1
COMMUNITY RELATIONS GOALS
All members of the School staff and the students should project a positive image of
the School and act in an ethical and cordial manner towards all.
The Board endorses a policy of active, open communications between the School,
the parents, and the community at large, and will seek ways to contribute to the
community as well as make use of community talent and resources in the School's
programme.
8.2
COMMUNITY USE OF SCHOOL FACILITIES
The policy on community use of School facilities is described in Section 1.3.4.8 of the
Policy Manual.
8.3
VISITORS TO THE SCHO OL
All visitors to the campus will pass through a security check. Parents and their
drivers will be issued identity cards. Visitors without School issued identity cards will
be required to leave official identification with the security office.
Vehicle
identification decals will be given to parents who request them. Vehicles with these
will be allowed through security checks more quickly.
8.4
ALCOHOL AT SCHOOL FUNCTIONS
The guiding principal is that alcohol will not be served at School functions. All
‘Student Events” (activities that are focused on student work) will be alcohol free. As
an exception when functions occurs outside school hours and are classified as
‘Family Events’ or ‘Parent Events’ alcohol may be allowed at the discretion of the
Director.
8.5 INTER-ORGANISATIONAL
The School will actively promote mutually beneficial relationships with other
international and local schools.
9
SAFETY AND SECURITY
9.1
RESPONSIBILITIES
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The Director is responsible for ensuring a safe and secure environment for all staff,
students and visitors at the School, and for ensuring that all School-sponsored trips
and visits by staff and students are conducted safely and securely.
The Director is responsible for developing and promoting a safety culture for the
School, actively promoting safety to the students and staff. As such the Director shall
provide a Safety Report at each Board meeting. The Director may appoint a school
Safety Leader from his/her staff to direct efforts associated with safety.
A School-sponsored trip is one that is organized and managed by School staff and
which is undertaken as part of the teaching and learning curriculum, or which is
stated to be a School-sponsored trip.
9.2
RISK ASSESSMENTS
The Director shall ensure that risk assessments are carried out for the following:

the School’s facilities, accommodation, equipment and vehicles

School-sponsored trips and visits
The findings of these risk assessments shall be reviewed to the Board and used to
prepare appropriate emergency plans, and to identify any need for training.
9.3
EMERGENCY PLANS
In case of fire or any other type of emergency, students and staff must be prepared
to evacuate the School buildings without panic and in the shortest possible time. The
Director and his/her staff shall develop suitable plans to ensure the safe and orderly
movement of all persons in the School to the safest available area in the event of a
local emergency or in case of fire. Periodic special drills, for the School and staff
residences, shall be planned in order to train everyone in procedures to be followed
in particular types of emergency (fire, bomb threats, civil unrest, etc).
The Board considers the safety of children in the School, getting them home if
possible, and protecting them and the School's staff in an emergency, as its most
serious responsibilities.
Emergency plans are to be prepared and reviewed annually. The Director shall
formally notify the Board in writing that such reviews have been undertaken, together
with any findings and actions taken.
The Director shall ensure that any training required to implement such emergency
plans is carried out in a timely manner.
9.4
SCHOOL-SPONSORED TRIPS
For each School-sponsored trip, including field trips and visits within Angola and trips
or tours outside Angola, a detailed risk assessment shall be prepared. This risk
assessment shall include, as a minimum, the following:
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




Evaluation of the safety and security of travel routes;
Evaluation of the safety and security of site locations;
Evaluation of the safety and security of any accommodation;
Identification of relevant emergency services and their contact
numbers/locations;
Preparation of an action plan in the event that an incident occurs.
In carrying out such risk assessments the Director should make use of external
advice and guidance as appropriate.
Should any safety or security incident occur during a School-sponsored trip, the
Director shall notify the Board Chairperson and the Board Secretary as soon as
possible.
9.0
SECURITY
9.5.1
SECURITY AND KEY CONTROL
The School's buildings and grounds must at all times be guarded against trespass by
unauthorized persons and against damages or losses caused by carelessness,
vandalism or theft.
In the interest of protecting property, the Director is authorized to set regulations that
will:
1. Ensure the lock security of School property, and ensure the proper
screening of outside visitors, without losing the open nature of the
campus;
2. Ensure continuous improvement of the attitude of all members of the
School community - students, parents, staff - towards maintaining the
security of the campus;
3. Provide for night guards or other security personnel, and give them
specific instructions with regard to dealing with incidents;
4. Set specific times during which the campus will be open and closed, in
order to retain maximum access to the School grounds while improving
the security of School property;
5. Ensure that keys are only in the hands of responsible persons whose
duties require that they have access to School buildings or to certain
rooms, desks, files or storage places
9.5.2 BOMB THREATS
The Board acknowledges its responsibility to ensure the safety of staff and students
in the School. At the same time, it will deal firmly with bomb threats and discourage
this type of disruption, which poses a danger to everyone in the School even when it
is merely a threat and a nuisance.
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Therefore, procedures for dealing with bomb threats shall







aim first to ensure student and staff safety;
aim also to identify the person or persons making the threat;
require immediate reporting of any incident to the Director's office and the
local authorities;
not require automatic evacuation of the threatened building. The Director
and/or Principal will make the decision to evacuate complying with advice
from the local authorities or the security advisers of the sponsoring
companies;
establish staff responsibilities for searching the building. The request of an
employee not to participate in the search shall be honoured;
provide that students not be dismissed from School until the end of the school
day. Instead, if the building is evacuated, they shall remain in safe areas
under their teachers' supervision until the Director or Principal and police are
satisfied no danger exists;
provide instructions to staff, especially office and switchboard personnel, in
dealing with threatening phone calls.
The Director will confer with the Chairperson of the Board, if possible, and brief
him/her on the situation.
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10
DEFINITIONS
The following definitions shall apply throughout this Policy Manual.
Articles of Association means the Articles of Association of the Luanda
International School Association as amended from time to time
Board means the Board of Directors of the Luanda International School Association
Director means the Director of the Luanda International School
DP means the Diploma Programme of the International Baccalaureate Organization
Finance Committee means the sub-committee of the Board responsible for financial
matters
LISA means the Luanda International School Association, a duly established
Association under the laws of Angola
MYP means the Middle Years Programme of the International Baccalaureate
Organization
Parent means natural parent or legally appointed guardian
Principal means the appointed professional and pedagogical leader of the School
PTA means the School’s Parent Teacher Association
PYP means the Primary Years Programme of the International Baccalaureate
Organization
School means the Luanda International School
Staff Handbook means the written handbook that is given to employees when they
sign their contract and which forms part of their contract of employment, and which
may be amended from time to time.
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Appendix:
Assessment Policy of Luanda International
School (Oct 2010)
LUANDA INTERNATIONAL SCHOOL OFFERS A BALANCED,
ACADEMICALLY CHALLENGING, ENGLISH LANGUAGE EDUCATION TO
THE INTERNATIONAL COMMUNITY OF LUANDA, DESIGNED TO DEVELOP
INDIVIDUALS WHO ARE BOTH INDEPENDENT LEARNERS AND
INTERNATIONAL CITIZENS.
“Assessment which is explicitly designed to promote learning is the single most
powerful tool we have for both raising standards and empowering lifelong learners.”
British Education Research for Assessment.
Purpose of assessment (why and what do we assess?)
At LIS we believe:







in the concepts of assessment of learning, for learning and as learning;
the prime objective of assessment is to inform teaching and learning;
assessment is carried out for the purpose of evaluating student achievement
and
progress;
effective feedback should be timely, contextualised and specific;
assessment provides data to evaluate the programmes;
data gathered during assessment forms the foundation for reporting to all
stakeholders.
Elements assessed in the programmes include: action, knowledge, conceptual
understandings, skills, reflection and communication.
Principles of assessment (what are the characteristics of effective assessments?)
Effective practices include:



adherence to the relevant IB assessment guidelines;
reflection as an essential component;
assessments which are anchored in authentic contexts;
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

assessments which are inclusive;
regular reporting of student progress is aligned to the philosophy
of respective programmes.
Assessment practice (How do we assess?)
Pre-Assessment
All teachers will assess students’ prior knowledge and experience before
embarking on new learning experiences.
Formative Assessment
Ongoing and regular assessment will be used during the teaching
and learning
process to inform teachers and students about how the learning is
developing.
Summative Assessment
Summative assessment happens at the end of a teaching and
learning process or experience and is planned for in advance. The
assessment is designed so that students can demonstrate their
learning in authentic contexts and apply it in new ways.
ASSESSMENT STRATEGIES
A range of tools is used which meets the purpose as explained above. They
include the following: rubrics, exemplars, checklists, anecdotal records,
continuums, observations, peer assessment, self-assessment, selected responses
eg. quiz, test, exam, open-ended tasks, performance tasks, portfolio, benchmarks.
REPORTING PRACTICES
We communicate information from assessment to parents in the following ways:

PYP December and June as a written report, student-led
conference second term, teacher/parent conference first term
and an optional parent/teacher conference in the third term;
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

MYP Two written reports, interim report, May/June student-led
conference, October 3-way conference, March/April optional
parent/teacher conference;
DP December, March/April, June Year 13. December after the
mock exams and three times a year with the report including a
current overall points score for all the subjects and a narrative
report. Also, a narrative report by the Diploma, TOK and CAS
Coordinators.
Further assessment documentation can be found within the following publications.
PYP
Teachers
Parents
Programme
Standards and
Practices
Programme Standards
and Practices
LIS PYP
assessment
handbook
Students
LIS PYP assessment
handbook (to be
developed)
PYP Parent Guide
sent to all parents
Parent/Student
handbook available
on school website
(www.lisluanda.com)
MYP
Programme
Standards and
Practices
Refer to
appropriate
subject guide
Programme Standards
and Practices
Parent/Student
handbook available
on school website
(www.lisluanda.com)
Introductory booklet
given to new students
Parent/Student
handbook available
on school website
(www.lisluanda.com)
From Principles
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into Practice
Teachers’ guide
to the MYP
DP
Teachers should
be aware of
Diploma
Programme
Assessment
Principles and
Practice.
Refer to the
appropriate
subject guide
Parents’ guide to the
MYP available on
school website
(www.lisluanda.com)
Diploma section of the
School Handbook
available on school
website
(www.lisluanda.com)
Diploma section of the
School Handbook
available on school
website
(www.lisluanda.com)
LIS: The Diploma Years
2011 – 2013.
LIS: The Diploma Years
2011 – 2013.
follow the Academic
Honesty statement in
this handbook
follow the Academic
Honesty statement in
this handbook
Works Cited
International Baccalaureate Organization. "Programme Standards and Practices (2005)." Online
Curriculum Centre. International Baccalaureate Organization, Sept. 2005. Web. 11 Oct. 2011.
<http://occ.ibo.org/ibis/occ/home/subjectHomeMYP.cfm?subject=coord_myp>.
International Baccalaureate Organization. "MYP: From Principles into Practice." Online Curriculum
Centre. International Baccalaureate, Aug. 2008. Web. 11 Oct. 2011.
<http://occ.ibo.org/ibis/occ/home/subjectHomeMYP.cfm?subject=coord_myp>.
International Baccalaureate Organization “Making the PYP happen: A curriculum framework for
international primary education”, Online Curriculum Centre. International Baccalaureate, Dec 2009
Web. 11 Oct. 2011
<http://occ.ibo.org>
International Baccalaureate Organization. "Various Subject Guides." Online Curriculum Centre.
International Baccalaureate. Web. 11 Oct. 2011.
<http://occ.ibo.org/ibis/occ/home/subjectHomeMYP.cfm?subject=coord_myp>.
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Sykes, Julie. MYP Guide for New Students. Julie Sykes, 3 May 2011. PUB.
Sykes, Julie. MYP Guide for New Teachers. Julie Sykes, 2 Aug. 2011. PUB.
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ASSESSMENT PRACTICES IN THE PYP (OCT 2011)
Everyone concerned with assessment, including students, teachers, parents and administrators,
should have a clear understanding of the reason for the assessment, what is being assessed, the
criteria for success, and the method by which the assessment is made. The entire school community
should also be concerned with evaluating the efficiency of the programme. (Making the PYP
Happen Pg 44)
Teachers in the Primary Years Programme are guided in their assessment practice by the
Standards and Practices (Std C4) published by the International Baccalaureate (2010)
The following document details assessment practice in the primary school, under the headings:



Assessing—how we discover what the students know and have learned.
Recording—how we collect and analyse data.
Reporting—how we communicate information.
ASSESSING
Standard C4: Assessment
8. The school provides opportunities for students to participate in, and reflect on, the assessment of
their work.
A variety of assessments are carried out throughout the teaching/learning process to enable
students to show what they know, understand and can do. As well as teacher administered
assessments, opportunities are provided for students to reflect on and assess their own work and
the work of their peers.
Standard C4: Assessment. Requirements for the Primary Years Programme:
1a. Assessment at the school is integral with planning, teaching and learning.
Assessments are designed in the early stages of planning a unit of study. Once teachers have
established the desired learning outcomes, they plan assessments which will show students’
achievement/understanding in relation to the outcomes.
PRE-TESTS
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Standard C4 Assessment. Requirements for the Primary Years Programme:
7a. The school ensures that students’ knowledge and understanding are assessed prior to new
learning
When beginning a unit of work, teachers assess students’ prior knowledge and understanding
through the use of a pre-test. Information from the pre-test is analyzed and teachers ensure the
planned programme of work builds on the students existing knowledge.
Formative Assessments
Throughout the teaching and learning process, teachers assess students’ mastery of skills,
development of attitudes, acquisition of knowledge and understanding of concepts. Information
provided from these assessments enable teachers to plan the next stage in learning, while their
feedback helps inform and improve students’ learning. The development of students’ inquiry
skills is also assessed.
SUMMATIVE ASSESSMENTS
These assessments are carried out at the end of a teaching/learning process and are designed to
give students the opportunity to demonstrate the knowledge, understanding and skills they have
acquired throughout the study. The summative assessment is designed to enable teachers to
gauge the extent of students’ understanding of the central idea in the unit of work.
What we assess.
Standard C4: Assessment. Requirements for the Primary Years Programme:
1b. Assessment addresses all the essential elements of the programme. (Knowledge, understanding,
skills, attitudes, action)

English
The school has multiple copies available of both the PM Assessment Kit and Probe (prose
reading observation, behaviour and evaluation of comprehension). The PM assessment is
considered to be a more suitable assessment for younger students or beginner readers while
PROBE is considered more suitable for students further up the school. For consistency in
benchmarking, students in yrs 4 and above who are achieving at PM kit level 17 or higher,
need to be assessed using the PROBE.
PM Benchmark Assessment
The PM assessment is carried out a minimum of three times per year. Teachers use the PM
Kit for two purposes:
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1.
2.
To gauge the reading level of the student which will enable the teacher to provide an
instructional reading programme at an appropriate level. (For instructional
purposes a student should achieve 90 – 95% word accuracy and 100%
comprehension.)
To inform teachers of those strategies the student uses and those s/he is yet to learn
to help the student become an independent reader.
Teachers record PM Kit assessment results for each student and are kept on the server:
S:\curriculum\PYP\2012_2013\Assessment\Class Data


PROBE:
The PROBE assessment determines a reading age for the student and identifies the
comprehension level and strategies the student uses. Students must achieve a minimum of
96% word accuracy and 70% comprehension level to be considered at that reading age. If
students achieve a score of less than 70% comprehension then they should be retested at a
lower level. If they achieve higher than 70% they should be retested at a higher level.
Information from the Probe assessment enables teachers to choose instructional reading
material at an appropriate level and informs teachers of comprehension strategies the
student is using successfully and those the student still needs to learn. Probe assessments are
carried out a minimum of three times a year. Teachers record PROBE assessment results on
the server:
S:\curriculum\PYP\2012_2013\Assessment\Class Data
Mathematics
Teachers are required to administer the mathematics diagnostic assessment three times a
year to inform teaching, learning and reporting. This test assesses number concepts,
knowledge and skills related to learning outcomes in the PYP scope and sequence. The
diagnostic test enables teachers and students to monitor student progress towards achieving
these outcomes. Results of the diagnostic tests are placed on the server:
S:\curriculum\PYP\2012_2013\Assessment\Class Data. Throughout the year teachers carry
out pre-tests before they embark on a new unit of work, as well as formative and summative
assessments.
Unit of Inquiry
Students are assessed on knowledge, understanding, skills, attitudes, action, within the unit
of inquiry. The summative assessment is carried out at the end of the unit and assesses the
students’ understanding of the central idea. Teachers must use a variety of strategies and
tools (see table below) when assessing throughout the unit of inquiry (formative
assessment) to enable students to show what they know, understand and can do.

Attitudes
Strategies used to assess the development of the attitudes are student self-assessments and
teacher observations. Attitudes are assessed in terms of progress and growth rather than
mastery.

Transdisciplinary Skills
Specific skills within the five categories of communication, thinking, social, research and selfmanagement, are assessed within the context of the unit of inquiry and stand-alone subjects.
Teachers identify the skills to be taught and assessed when planning a unit of work.

Action
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Teachers record on unit planners, instances of action they observe students carrying out as a
result of their learning.

Learner Profile
Teachers are required to address and report assessment of student learning and
development related to all attributes of the Learner Profile. Some of these are reported
formally on the report card. These are assessed by teachers and students and take the form
of teacher observations and student reflection and self assessment.
RECORDING
Standard C4: Assessment.
3. The school uses a range of strategies and tools to assess student learning.
Teachers use a range of strategies to gather information about students’ learning. The following
strategies have been identified by the PYP as central to the assessment process and are expected
to be used by teachers to provide a balanced view of the student. Teachers record assessment
information using a variety of assessment tools.
Strategies used:
Observations; Selected responses e.g. quizzes, tests; Performance tasks - teachers provide
authentic
challenges and problems and assess students as they present solutions; Open-ended tasks students
required to present an original response e.g. a diagram, a brief written answer, a solution;
Processfocussed-the students are observed often and the observations are recorded.
Tools used:
Rubrics, Checklists, Continuum, Observational notes, Anecdotal notes, diagnostic tests.
Assessment strategies, with relevant assessment tools.
Rubrics
Assessment
exemplars
Checklists
Anecdotal
Continuums
records
Tools
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Assessment
strategies
Observation
√
Performance
√
√
√
√
√
√
√
√
√
assessments
Process-focused
√
√
assessments
√
Selected
responses
Open-ended
tasks
√
√
√
√
√
√
These tools are used in conjunction with ISA standardized tests, PM benchmark and PROBE.
INTERNATIONAL SCHOOL’S ASSESSMENT (ISA)
Students in Years 4 and 6 take part in the International Schools’ Assessment (ISA) which is an
annual assessment programme developed for students in international schools, to measure skills
in mathematical literacy, reading and writing. Students complete a reading literacy test, a
mathematical literacy test and two writing tests, each of which takes between 45 minutes and
one hour to administer. The tests include both multiple-choice and open-ended tasks. The
assessments are conducted in February. Copies of the results are included with the end of year
written report sent home to parents.
In the Early Learning Centre Assessment strategies include documentation of discussions,
observations, photographs and anecdotal notes.
Standard C4: Assessment
The school provides evidence of student learning over time across the curriculum.
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PORTFOLIOS
Each student in the PYP keeps a portfolio which shows the development of their learning journey
throughout an academic year and is sent home at the end of the year. Early Learning Centre
portfolios are sent home 3 times a year on the last day of each term.
Yrs 1 – 6 portfolios







Most of the work in the student portfolio will be annotated with a student reflection saying
what the work shows and why it was chosen. Teachers may also annotate some portfolio
entries. All work must include the date.
The student and teacher are responsible for regular additions to and revision of the portfolio.
It is recommended that portfolio work is part of the weekly schedule and identified on the
timetable. (The class may write a set of agreements at the beginning of the year regarding
guidelines for managing portfolios.)
The portfolio should include self and peer assessment, draft and final form exemplars,
samples of work to show growth over time, reflections and evidence of goal setting
applicable to development level.
Teachers are responsible for monitoring portfolio content.
The portfolio is used for student-led conferences.
Throughout the year the portfolios are stored in the classroom in an area accessible to
students.
At the end of the year students take their portfolios home.
Entries per term include:


A writing sample with different stages of the writing process (if relevant.)
An assessment related to two different strands in mathematics
OR two work samples related to two different math strands and an assessment per term






A student self-assessment for each unit of inquiry.
A sample of work from each unit of inquiry.
Evidence of student reading level e.g. this may be a photocopy of page of book student can
read including comprehension.
Student self-reflections on attributes of the learner profile, attitudes and themselves as a
learner. (teacher scribed if necessary)
Single subject entries. A self reflection on learning for each single subject. (Teachers may
scribe if necessary)
All single subject teachers to contribute to classroom portfolios or maintain independent
subject specific portfolios e.g. art folders, ICT folio files, which contain some form of
reflection.
ELC PORTFOLIOS
The ELC portfolios will include
 black/white portrait of child at beginning of portfolio and at the end (first and last pages).
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 Introduction to portfolio/explanation
 100 Languages poem in English and Portuguese
 The Learner Profile - to include evidence of the children exploring or exhibiting any
behaviour from the Learner Profile. This may include and not be limited to conversations
had with children, photographic evidence, drawings and other work done by children that
pertains to the Learner Profile.
 Self Portraits - include documentation of the work done by the children in studying
themselves. This should also include conversations and dialogue.
 PYP Units of Inquiry - Documentation of the 4 Units of Inquiry being studied by the class.
This should include but is not limited to work produced by the children, conversations by
individual children and group conversations.
 The Atelier - evidence of the work being done in the Atelier by individuals and classes. This
should include but is not limited to physical work done by the children, photographic
evidence of work produced by the children and documentation sharing the
journey/process of the work being produced
 The Wonder of Learning – All documentation pertaining to inquiries that have been either
child or teacher initiated showing the learning that stems from natural curiosity. This
includes play based inquires from free exploration time in the classrooms and outside play
including but not limited to science/math/language/social studies areas.
ONGOING FILES
Ongoing files are kept by classroom teachers and passed onto the next teacher at the end of each
year.
Entries for Yrs 1 to 6 showing achievement level at the end of year include:





Student placement form
written work sample including draft
Running record/Probe assessment/PM Kit assessment (latest test result)
May mathematics diagnostic assessment
ISA result profile for Yr s 4 and 6 students
Entries for ELC include:



Student placement form
Beginning and end of year self-portrait
End of year report
REPORTING
In the PYP we have five formal reporting structures per year including both written reports and
conferences.
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Written Reports
Written reports are sent home twice a year on the last day of each semester (December and June)
at 3pm for all students from Prep 4 to Year 6. Reports for Prep 3 students are sent home at 12pm
on the last day of each semester.
Guidelines for the report process are sent out by the Principal with process and dates for
completion. All teachers are responsible for ensuring the accuracy of their own reports and
proof-reading those of one colleague.
Conferences
Parent-Teacher conferences are held in October and are designed to share information about
students. Some teachers choose to have this parent-teacher conference as a three way conference
involving the student as well.

An optional parent–teacher conference is held in May at either the parents’ or teacher’s
request.
Student-Led Conferences

Student-led conferences are held during the second term. The student uses the personal
portfolio to guide the conference, identifying strengths and areas in need of strengthening.
PYP Basis for Practice (2009) provides the following description of Student-led conferences.
“Student-led conferences provide the opportunity for students to guide their parents through
their recent “journey of learning”, using their mother tongue. Conference tables set up in each
classroom are prepared with laminated question prompts translated into multiple languages,
for the parents to refer to. The students take their parents to the tables, where they explain the
objectives of the conference: to highlight their “journey of learning”, their personal growth,
their challenges and their achievements. The students guide the adults through the contents of
their portfolios, discussing the objectives of each included item and indicating their successes
and room for growth. Each student has a “personal target sheet” to fill out as they reflect on
successes and challenges. Teachers are present but stand apart from the conferences. As they
guide the parents or guardians from room to room, the students have a “passport” to be signed
by all teachers, to ensure that their development relevant to all areas of the curriculum is
discussed.”
Standard C4: Assessment
4. The school provides students with feedback to inform and improve their learning.

Teacher-student conferences are ongoing throughout the year and are designed to give
feedback to students so they can reflect on their work and further develop their knowledge,
understanding and skills.
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Standard C4: Assessment. Requirements for the Primary Years Programme:
C4a. Student learning and development related to all attributes of the IB learner profile are
assessed and reported.
Reporting on the Learner Profile
Teachers are required to address and report assessment of student learning and development
related to all attributes of the Learner Profile. Teachers will decide the form the reporting of the
Learner Profile will take – some attributes will be reported upon in the written report (in the
form of student reflections or teachers comments) while others will be reported upon at
parent/teacher and student-led conferences. All Learner Profile attributes will be addressed over
the course of the year. Students reflect on their development of the attributes of the Learner
Profile in their portfolios and contribute to reporting to parents in the ‘student reflection’ section
of the written report (Yrs 1 to 6).
Standard C4 Assessment:
9. The school has systems in place to ensure that all students can demonstrate consolidation of their
learning through the completion of the Primary Years Programme exhibition, the Middle Years
Programme personal project and the Diploma Programme extended essay, depending on the
programme(s) offered.
Exhibition:
Students in their final year of primary school engage in an exhibition where their skills,
knowledge, understanding of concepts and ability to take ‘action’ are used in a unit of inquiry. It
is the culmination and public celebration of their development through the programme.
The exhibition takes place in May. The timeline for preparation for this event is from Nov to May
and it is a requirement that the exhibition process is a documented event.
The PYP exhibition has a number of key purposes:

For students to engage in an in-depth collaborative inquiry.
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






To provide students with an opportunity to demonstrate independence and responsibility
for their own learning.
To provide students with an opportunity to explore multiple perspectives.
For students to synthesize and apply their learning of previous years and to reflect upon
their journey through the PYP.
To provide an authentic process for assessing student understanding.
To demonstrate how students can take action as a result of their learning.
To unite the students, teachers, parents and other members of the community in a
collaborative experience that incorporates the essential elements of the PYP.
To celebrate the transition of students from primary to secondary school.
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RESPONSIBLE USE POLICY THROUGH THE IB LEARNER PROFILE
LIS MISSION STATEMENT: Driven by the International Baccalaureate philosophy, LIS builds the skills
and attitudes of each member of our community, shaping adaptable and knowledgeable individuals
who meet challenges with confidence.
Inquirer
I will use technology to guide and support my inquiry
Knowledgeable
I will be knowledgeable about how to effectively, appropriately and safely
use technology for academic and personal purpose
Thinker
I will think critically when using technology to find and share information
Communicator
I will use a variety of technology tools to communicate effectively and
creatively. I will use technology to collaborate with others, both locally
and globally
Principled
I will use technology with integrity, honesty, and with respect for others
and myself. I will take responsibility for my use of technology and the
accompanying consequences
Open Minded
I will use technology to grow as an open-minded individual. I will
respectfully seek out, appreciate and evaluate the perspectives and values
of others while reflecting on my culture and experiences
Caring
I will care for myself, others and ICT resources. I will use technology to
make a positive difference in my life and the lives of others
Risk Taker
I will use technology to explore new roles, ideas and strategies with
courage and forethought
Balanced
I will balance my use of technology for academic, social and personal
purposes
Reflective
I will give thoughtful consideration to my use of technology, reflecting on
my strengths and limitations in order to improve my skills and my digital
presence
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This work, adapted from Ju Garcia, Julie Lemley and Katy Vance's RUP
<http://www.coetail.com/jubonillagarcia/2013/05/19/course-2-final-project/>, is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported License <http://creativecommons.org/licenses/by-ncsa/3.0/deed.en_US>.
PYP STUDENT AGREEMENTS
Inquirer



I will use effective search strategies when conducting my inquiry.
I will use search engines shared by my teacher and safe search settings when
these are available.
I will follow classroom expectations when posting and sharing my work.
Knowledgeable


I will use digital devices, hardware and software in an appropriate manner.
I will only use my personal information and passwords.
Thinker


I will seek permission before posting personal information about my peers or
myself online.
I will think about the impact my online actions can have.
Communicator

I will use words and language that reflect the learner profile.
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
I will communicate with my teacher if I am unsure of how to use certain
technologies.
Principled



I will behave online in a way that represents my school and myself positively.
I will source information appropriately and respect others intellectual property
rights.
I will report to an adult any content that is considered inappropriate for my
peers or myself.
Open Minded


I will respect the rights and views of others.
I will encourage tolerance and acceptance in digital environments.
Caring



I will contribute positively to online communities.
I will be responsible with all the digital devices I use.
I will only print when a supervising adult has approved it.
Risk Taker



I will be open to using technology to enhance my learning.
I will be open to sharing my creations with others.
I will remind others of the RUP agreements if necessary.
Balanced


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I will only go online at school when authorized by a supervising adult.
I will use technology only during the designated times set by my school.
I will communicate with my parents about how I use technology.
Reflective


I will reflect on my limitations as a technology user and pursue learning formally
and informally to improve as a technology user.
I will reflect on how I can meet the agreements put forth in this responsible use
policy.
I agree to follow the agreements above:
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Student’s Name/Signature:
ICT teacher’s signature:
Parent’s signature:
Date:
MYP STUDENT AGREEMENTS
Inquirer


I will use a variety of tools to conduct my inquiry, such as subject specific search
engines, databases, and curated collections.
I will evaluate web sites and other technology resources for reliability before
using them to satisfy my inquiry.
Knowledgeable



I will regularly update the systems and security on my digital
devices.
I will use reliable resources to understand the best programs and
systems for my technology devices.
I will review and consider Terms of Service/Terms of Use.
Thinker


I will consider my profile and the purpose of accounts I create.
I will consider the information and materials I choose to share and
create.
Communicator:



I will consider language, register and tone when I communicate online.
I will consider my purpose and my audience when selecting a tool to share or
create information.
I will use technology to communicate beyond the walls of my classroom.
Principled



I will behave online in a way that represents myself and my school positively.
I will use and share media legally. I will respect the intellectual property rights of
other digital citizens.
I will give attribution in the manner appropriate to the task and the creator’s
wishes.
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Open Minded


I will respect the rights and views of others.
I will encourage tolerance and acceptance in digital environments.
Caring



I will be responsible with all the digital devices I use.
I will contribute positively to online communities.
I will offer constructive feedback and commentary on the work of others.
Risk Taker


I will participate in the open culture of the Internet by sharing my work and
accepting critical feedback.
I will license my work to be clear to others how it is intended to be used and
shared.
Balanced



I will balance how much technology I consume by creating products with
technology.
I will experiment with a variety of technology tools. I will choose the most
effective technology tools for the tasks at hand.
I will manage my time spent with technology, ensuring that it is a tool which
complements but does not control my life.
Reflective


I will regularly reflect on and update my digital footprint, updating my online
presence so it accurately represents who I am.
I will make informed, considered choices about what and how I share online.
I agree to follow the agreements above:
Student’s Name
Signature:
Date:
DP STUDENT AGREEMENTS
Inquirer
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


I will use a variety of tools to conduct my inquiry, such as subject specific search engines,
databases, and curated collections.
I will evaluate web sites and other technology resources for reliability before using them
to satisfy my inquiry.
I will participate positively in online learning communities of my choice, seeking and
sharing information relevant to my subject of inquiry.
Knowledgeable



I will regularly update the systems and security on my digital devices.
I will use reliable resources to understand the best programs and systems for my
technology devices.
I will review and consider Terms of Service/Terms of Use.
Thinker


I will consider my profile and the purpose of accounts I create.
I will consider the information and materials I choose to share and create.
Communicator



I will consider language, register and tone when I communicate online.
I will consider my purpose and my audience when selecting a tool to
share or create information.
I will use technology to communicate beyond the walls of my
classroom.
Principled



I will behave online in a way that represents myself and my school
positively.
I will use and share media legally. I will respect the intellectual
property rights of other digital citizens.
I will give attribution in the manner appropriate to the task and the creator’s wishes.
Open Minded


I will respect the rights and views of others.
I will encourage tolerance and acceptance in digital environments.
Caring



I will be responsible with all the digital devices I use.
I will contribute positively to online communities.
I will offer constructive feedback and commentary on the work of others.
Risk Taker
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

I will participate in the open culture of the Internet by sharing my work and accepting
critical feedback.
I will license my work to be clear to others how it is intended to be used and shared.
Balanced



I will balance how much technology I consume by creating products with technology.
I will experiment with a variety of technology tools and choose the most effective
technology tools for the tasks at hand.
I will manage my time spent with technology, ensuring that it is a tool which
complements but does not control my life.
Reflective



I will regularly reflect on and update my digital footprint so it accurately represents who
I am.
I will make informed, considered choices about what and how I share online.
I will reflect on my limitations as a technology user and pursue learning formally and
informally to improve as a user of technology.
I agree to follow the agreements above:
Student’s Name
Signature:
ACCEPTABLE USE POLICY FOR INFORMATION TECHNOLOGY RESOURCES
Date:
The school’s information technology resources, including email and internet access,
are provided for educational purposes, either through a student’s own computer or a
school computer. Adherence to the following policy is necessary for continued
access to the school’s technological resources.
Students must:
1. Respect and protect the privacy of others
a) Use only their accounts
b) Not view, use, or copy passwords, data, or networks to which they are
not authorized
c) Not distribute private information about others or themselves in the
form of images and or text without permission
2. Respect and protect the integrity, availability, and security of all electronic
resources
a) Observe all network security practices.
b) Report security risks or violations to a teacher or network
administrator
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c) Not destroy or damage data, networks, or other resources that do not
belong to them
d) Conserve, protect and share these electronic resources with other
students and Internet users
3. Respect and protect the intellectual property of others
a) Not infringe copyrights (no making of illegal copies of music, games,
movies or other software)
b) Not plagiarize
4. Respect and practice the IB Learner Profile
a) Communicate only in ways that are respectful and responsible
b) Report threatening or discomforting materials to a teacher or adult
c) Not intentionally access, transmit, copy or create material that violates
the school’s code of conduct (such as messages that are
pornographic, threatening, rude, discriminatory, or meant to harass)
d) Not intentionally access, transmit, copy or create material that is illegal
(such as obscenity, stolen materials, or illegal copies of copyrighted
works)
e) Not use the resources to further other acts that are criminal or violate
the school’s code of conduct
f) Not send spam, chain letters, or other mass unsolicited mailings
g) Not play any electronic games, unless such game playing has an
educational purpose and is specifically directed by the supervising
teacher
h) Not buy, sell, advertise, or otherwise conduct business, unless
approved as a school project
Having read and understood the points above, students may:
1. Design and post web pages and other material from school resources.
2. Use direct communications such as online chat, instant messaging or
social networking, with a teacher’s permission.
3. No electronic devices to be used in school hours (8:00am – 3:00pm)
unless specific teacher approval is granted. The school will not take
responsibility for damage or loss of personal electronic devices brought to
school.
4. Use the resources for educational purpose.
Consequences for Violation
Violation of these rules may result in disciplinary action, including but not limited to,
the loss of a student’s privileges to use the school’s information technology resources
or their own computer on the school campus. Student reflection on behavior and
counseling may be a requirement for these privileges to be reinstated.
Supervision and monitoring
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School and network administrators and their authorized personnel monitor the use of
information technology resources to help ensure that uses are secure and in
conformity with this policy. Administrators reserve the right to examine, use and
disclose any data found on the school’s information networks in order to further the
health, safety, discipline, or security of any student or other person, or to protect
property. They may also use this information in disciplinary actions, and will provide
evidence of crime to law enforcement.
All teachers are ICT teachers and are responsible for actively monitoring this policy.
ELC – Acceptable Use for i-pads

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
Teachers will ensure that an iPad should not be placed on the floor to avoid someone standing on it
When not taking an iPad home teachers will ensure it is placed in the
ELC safe over night
Teachers will ensure that only approved apps are used in class
Children will be supervised at all times when using an iPad
Teachers will ensure that children understand that they must have
clean/washed hands when using an iPad
Teachers will ensure that children understand that they need
permission to use an iPad
Teachers will ensure that children's apps will be kept on a separate
page
Teachers will ensure all apps the children have access to should have
an educational purpose
Teachers will ensure that children understand the need to be patient
and wait their turn when using an iPad
Consequences for violations
If a child abuses the iPad, the privilege of using the iPad will be taken away.









Teachers will ensure that an iPad should not be placed on the floor to avoid someone standing on it
When not taking an iPad home teachers will ensure it must be placed
in a safe over night
only approved apps to be used in class
children should be supervised at all times when using the iPads
children need clean/washed hands
children need permission to use it
children's apps should be kept on separate page
all apps the children have access to should have educational purpose
be patient, wait your turn
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Consequences for violations
If a child continuously abuse the iPads, the privilege will be removed.
YEARS 1 – 3 HOW TO USE INFORMATION COMMUNICATION TECHNOLOGY
SAFELY
1.Be principled
Keep your own work in your folder.
Don’t pretend to be someone else.
2.Be caring
Take care of the computer and all the programmes you use.
3.Be respectful
Don’t copy the ideas of others, saying they are yours. Think about what you read
then use your own words to share what you find out.
4.Be safe
If you see anything on any computer that you think isn’t right get help from an adult
you trust – don’t join in.
Don’t communicate with strangers.
Follow a safe path in your inquiry – use the sites your teacher advises.
Remember: nothing you view on the internet is secret; your searches can always be
uncovered.
Always use this way of communicating carefully and never use it to hurt others or you
will not be permitted to use computers at school.
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Your teachers will be helping you to use ICT wisely but we expect you to be
responsible for your own actions.
LUANDA INTERNATIONAL SCHOOL ICT CODE OF PRACTICE FOR PYP
Digital technologies are integral to the lives of children in today’s society, both within
and outside of school. We aim to provide a range of information and communication
resources that support and enhance inquiry based learning.
We will endeavor to ensure that all students are educated about safe practices,
including use of social networks, to enable the students to make informed and
sensible decisions when online. It is expected that the students conduct themselves
as responsible digital citizens who respect and adhere to the guidelines below for
their personal safety. All students are reminded that access to the school’s network
is a privilege that, if misused, can be withdrawn.
Agreement for Year 4 – 6 Students and Parents
1. Respect and protect the privacy of others and myself






I will only access the system with my login and password, which I will
keep secret.
I will only email people I know, or people who my teacher has
approved.
I will not access other people’s files without their permission.
I will not send ‘friendship requests’ to teachers using a social network
site (in almost all cases, children of primary age using such networks
will be breaching terms and conditions of use of those networks).
I will never give out personal information about others, or myself,
including passwords.
I will NEVER tell anyone I meet on the internet my home address, my
telephone number or my school’s name without permission, or send a
picture of myself. I will NEVER arrange to meet anyone in person.
2. Respect and protect the integrity, availability, and security of all electronic
resources
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


I will only download email attachments with the permission from a
teacher.
If I bring in memory sticks/CD ROMs/software from outside school I
will advise the teacher who will check for viruses and content, before
opening a file.
I will not download any software from the internet. I know that
information on the internet may not always be reliable and may need
checking.
3. Respect and protect the intellectual property of others
 I will not copy files, programs or download using the school computers
or network.
 I will acknowledge sources of information that I use for presentations
of any type.
4. Respect and protect technology practice
 I will only use the computers for school and homework.
 I will ask permission from a member of staff before using the internet.
 I know that I am not allowed on personal e-mail, social networking
sites, internet chat rooms or instant messaging in school, unless given
specific permission by a teacher.
 I will be polite and sensible when I email others and not send material
that may offend.
 I will report any unpleasant material or messages sent to me, and if I
accidentally come across inappropriate material I will report it to a
teacher or adult.
 I will always be myself and not post anonymous messages or forward
chain mail.
 I know that being responsible means I should not look for bad
language, inappropriate images or violent games, and my teacher can
check the websites I have visited.
 If I have a mobile phone at school I will not use it at school unless
given permission to contact my parents/carers.
 I will never answer unpleasant, suggestive or bullying emails or
messages and I will always report them to a teacher or adult. I know
not to delete them straight away but show them to the person I have
reported it to, as evidence.
Consequences for Violation
Violation of these rules may result in disciplinary action, including but not limited to,
the loss of a student’s privileges to use the school’s information technology resources
or their own digital device on the school campus. Student reflection on behavior and
counseling may be a requirement for these privileges to be reinstated.
Supervision and monitoring
School staff, and network administrators and authorized personnel monitor the use of
information technology resources to help ensure that students conform to this policy.
Administrators reserve the right to examine, use and disclose any data found on the
school’s information networks to ensure the personal well being, safety and security
of the members of the school community or to protect property. They may also use
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this information in disciplinary actions, and provide evidence of crime to law
enforcement agencies.
Student signature:
Parent signature:
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LANGUAGE PHILOSOPHY OF LUANDA INTERNATIONAL SCHOOL
(Policy revised by the language policy review committee from April 2009 - February
2010)
Almost all education is language education.
Neil Postman 1931 – 2003
At LIS, we believe that ‘language’ is the way in which we conceptualize the world
and how we interact and communicate with it. It is through the mother tongue that individuals
process the world, and identify themselves in relation to others. A secure foundation of this
language will best enable students to learn other languages. Through the development of the
language actually used by individuals, they are able to integrate into a particular community
and to develop a sense of identity.
With this in mind, we promote the following core beliefs at LIS:

Language is the most important form of human communication.

Language learning is most effective in meaningful and communicative situations that
are relevant to the learner’s needs.

Language learning includes “learning through language [and] learning about
language.” (M. K. Halliday, 1993).

Language learning is a life-long process that is fundamental to all learning and is
developed in all curriculum areas in school.

All teachers are teachers of language.

Academic language proficiency is inseparable from successful learning in all subjects.

Language learning is a key factor in intellectual and social growth that promotes the
development of personal, community, intercultural and international understanding.

Mother-tongue learning is crucial to the maintenance of cultural identity.

Mother-tongue, host-country and English-language teaching and learning should be
actively promoted.

All students should have the opportunity to learn at least one other language in
addition to their mother tongue.

The school should actively support students for whom the language of instruction is
not their mother tongue.

Language teaching and learning should promote additive bilingualism, ie:
emphasizing the equal value of all languages being taught and learned.
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
The school should draw on the resources offered by the LIS community’s diverse
cultures and perspectives to promote additive bilingualism.

The school’s written language policy should include provision for additional

language teaching and mother-tongue teaching.
Language Policy of Luanda International School
Language in the Primary School

Language is an integral part of the PYP transdisciplinary programme.

The programme of inquiry provides an authentic context for learners to develop and
use language.

All teachers model language through everyday use and explicit teaching.

Learning language is a developmental process. The four language continuums
(reading, writing, listening and speaking, and viewing and presenting) are organized
into five developmental phases with each phase building upon and complementing
the previous one.

Teachers will plan effective, relevant, significant and challenging engagements to
improve proficiency in all forms of language.

All learning experiences are differentiated to ensure that every student’s individual
needs are being met.

All areas of language are assessed using a variety of tools. Methods used by
teachers include interviews, observation records, photographs/reflections, running,
reading records, work samples, presentations and learning journals.

Assessment is used to evaluate the skills students have and those they need to
become more proficient and independent learners.

We recognize different varieties of languages used and help students to develop a
consistency of usage.

From Year 1, students learn Portuguese either as a second language or as their

mother tongue.
Language in the Secondary School

Language is integral to the Middle Years and Diploma programmes:

language is involved in all learning within the secondary school a student’s
development in all subject areas is in part dependent on his or her language
proficiency
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
Each unit of study provides an authentic context in which learners develop their
linguistic skills.

All teachers model language in the classroom context, and by directly teaching
relevant structures, registers and terminology which are specific to each subject.

Teachers plan relevant and challenging activities to enable students to communicate
effectively throughout a range of purposes and contexts.

Displays in classrooms are used to help language acquisition (for example: by

the presentation of key subject vocabulary).

Learning experiences are differentiated to ensure that every student’s needs are met.

Different language skills are assessed using a variety of tools. These include
interviews, observation records, reflections, essays, stories, presentations, learning
journals, role play, dramatizations and displays.

We recognize and celebrate variation within and between languages (for example,
the linguistic variety within the Portuguese used in Angola, Brazil and Portugal, or the
English in the United States, Australia and Britain, etc).

We encourage students to explore these variations and then to develop consistency
in their own language.

From Year 7 to 11, students develop English, Spanish or Portuguese mother tongue
and also learn, as a second language, either Spanish or Portuguese.

Diploma students study English, Spanish, Portuguese or Norwegian (self taught) to
develop their mother tongue. They also study a second language from a choice of
Portuguese, English or Spanish.
LANGUAGE WEEK
The diversity of languages used by the school community is celebrated annually
through a week of varied activities planned and enjoyed by the students and teachers
throughout the school.
ENGLISH AS AN ADDITIONAL LANGUAGE AT LUANDA INTERNATIONAL SCHOOL
The objective of the English as an Additional Language (EAL) department is to
help students whose first language is not English to learn and use English for social and
academic purposes. EAL learners face the challenge of being taught through the medium of
English while they are still developing their language skills. They are expected to participate in
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all aspects of the curriculum while simultaneously developing their language skills,
particularly technical language that is often used in mainstream subjects.
The teachers of the EAL department help PYP and MYP students to acquire the
language of instruction in the following ways:

employing varied strategies including pull-out classes and push-in class support;

communicating and collaborating with mainstream teachers on planning and
assessments;

planning and modifying class activities to make the language of mainstream
classrooms more accessible to EAL students;

providing professional development with an EAL focus for mainstream teachers;

regularly assessing students using the LAS Links English proficiency assessment;

using the test results to gauge the level of student proficiency in English and to plan
for their future progress;

developing the skills necessary for students to use academic and social language
effectively.
Policy revised by the language policy review committee from April 2009 - February 2010
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LEARNING DIVERSITY P OLICY
This Policy supports the LIS and IB mission statements and ensures the school
meets the relevant IB standards and practices. It is aligned to the school
language, assessment and admission policies.
All stakeholders including administrators, the board, teachers, students, parents,
non-teaching staff, will be familiarised with the Learning Diversity policy
annually through induction meetings for new staff, staff meetings, parent
handbook.
LIS MISSION STATEMENT AND VALUES
Mission: Driven by the International Baccalaureate philosophy, LIS builds the
skills and attitudes of each member of our community, shaping adaptable and
knowledgeable individuals who meet challenges with confidence.
Values: Respect, Clarity, Rigour, Sustainability
IB Mission Statement
IB programmes “encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with
their differences, can also be right…” (IB mission statement 2004).
IB Standards and Practices
●
●
●
●
●
A9 The school supports access for students to the IB programme(s) and
philosophy.
B1:5 The school develops and implements policies and procedures that
support the programmes.
B2:8 The school provides support for its students with learning and/or
special educational needs and support for their teachers.
C1:6 Collaborative planning and reflection incorporates differentiation for
students’ learning needs and styles.
C3:10 Teaching and learning differentiates instruction to meet students’
learning needs and styles.
Definition of Inclusion
●
Inclusion is an ongoing process that aims to increase access and
engagement in learning for all students by identifying and removing
barriers.
(Learning diversity and the IB Programmes: Special educational needs
within the International Baccalaureate programme, 2010:3)
Purpose of Policy
●
To ensure LIS caters for the needs of all students admitted to the school
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enabling them to access and engage the curriculum.
● To document learning provision, process and procedures at LIS to ensure
they are aligned to LIS philosophy and values and remain consistent.
● To guide the implementation of the programme, providing clarity of
practice and ensuring sustainability when catering for the diversity of
learners across the school.
It is noted the IB programme requires students to be engaged in an inquiry and
social learning environment. Therefore, students may require support in
developing new ways of learning.
GUIDING PRINCIPLES
●
●
●
●
●
●
●
●
We work to know our students as individuals.
We support students in learning how to learn so that they understand
themselves as learners.
We ensure students have the opportunity to develop the attributes of the
learner profile so that they become lifelong learners.
We see diversity as strength, and recognise it as a resource to develop
internationally minded people.
We use differentiated instruction to ensure all students have access to
and engage with the curriculum.
We see collaborative teaching approaches as a means to enhance the
motivation to learn, leading to positive outcomes for all students in
academic and social skills, increased self-esteem, and more positive
relationships with others.
We work collaboratively, celebrating students’ strengths and
circumventing challenges.
We support the IB principles of inclusive education where all students
experience positive learning environments based upon the IB’s four
principles of good practice:
▪ affirming identity and building self esteem
▪ valuing prior knowledge
▪ scaffolding learning
▪ extending learning
LIS Learning Support Department
The Learning Support Department consists of a Secondary and Primary section
with a coordinator for each section. The Learning Support Department includes:
EAL teachers, counsellors, psychologists, speech and language therapist, special
needs teachers, academic support teachers. Both sections of the school have a
response team who meet regularly to consider referrals, interventions and other
issues pertaining to each Learning Support department. Members of The Child
Study Team (CST) in secondary include the Learning Support Leader of Learning,
Special Needs teacher, Counsellor, Deputy Principal and other personnel as
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required. Members of the Primary Student Intervention Team (SIT) include the
primary psychologist, Learning Support coordinator, Special Needs teacher,
Deputy Principal, Early Learning Centre coordinator and other personnel as
required.
Admission
“Parents are expected to inform the School at the time of application if their child
has been receiving any special help in their previous school. The resources of the
School and Luanda are limited in their ability to accommodate students with
special needs. If parents suspect their child may have difficulty, they should
discuss this with the Enrolment Department and the Principal at the time of
application. If it is determined that a student cannot succeed in the School’s
regular academic programme, the student will not be permitted to re-enroll the
following school year. If after enrolling the student the School discovers that the
student has learning needs or unacceptable behavior, the student will not be
allowed to re-enroll, and in some cases may be withdrawn from the School
during the school year.” (Luanda International School Policy Manual, 7.2.1 2011)
Provisions of Support at LIS
Support Models
Mild Support is provided by trained professionals in a balanced service delivery
model of consultative support, accommodations, small group instruction or inclass support. Students in this category may receive up to five support lessons
per week. The dimensions of Mild Support may include:
● Consultative support for teacher from a learning support specialist
● Monitoring student performance
● In-class support in identified curriculum areas
● Small group instruction
● Strategies and focused skills instruction
● Assistive technology (e.g. voice to text software)
● Speech and language therapy
● Social Skills support
* To ensure effective management of available resources it is expected that no more
than 10% of students will require mild support
Moderate Support is provided for students who have more specialised needs.
They are supported in a combination of co-taught and small group support, in
conjunction with appropriate therapies. Students in this category may receive
more than five support lessons per week and have an individual learning plan
developed for them. If requested by the school, a learning partner, will be
employed (and funded) by the parents, for part of, or the entire school day, to
support the student.
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The dimensions of Moderate Support may include:
● Consultative support for teacher from a learning support specialist
● Monitoring student performance
● In-class support in identified curriculum areas
● Co-taught classes in core literacies
● Small group instruction
● Study and organizational skills support
● Assistive technology
● Speech and language therapy
● Social skills support
● Formal accommodation (e.g. extended time for in-class and standardized
testing)
● Provision of a learning partner (funded by parents) who will accompany
the child to school and be present for part of or throughout the school
day.
* To ensure effective management of available resources it is expected that no more
than 2 to 3% of students will require moderate support.
Intensive Support is not offered at LIS.
Support for EAL Students
Students whose first language is not the language of instruction (English) face a
double challenge; that of acquiring the language and also of learning all subjects
in English. This is addressed by the provision of extra support in the acquisition
of English for students from Year 2 to Year 10.
Academic Support
Academic support is offered through pullout and push-in assistance in identified
curricula areas.
Counselling
Two trained full-time counselors provide general counseling for both Middle and
High School students. Additionally, support from a careers/college counselor is
available for students in Years 11 to 13.
Specialist Services
Psychologist: LIS currently employs two psychologists, one each in the Primary
and Secondary sections. The psychologists focus primarily on helping students
who are experiencing psychological problems. The psychologist may work with
the student on an individual basis or in small groups. Confidentiality is a high
priority.
Occupational Therapy provision is limited but some fine motor skills therapy is
provided in the Primary section. However, the provision for other Occupational
Therapy needs is dependent on the availability within the local community and
parents make private arrangements.
Speech and Communication Therapy
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The provision of Speech and Communication therapy is dependent on the
availability of a qualified practitioner in the community. When available, a
therapist is hired by the school on a part time basis for up to 5 mornings a week.
The therapist works across the school.
Support in Primary
Support Available
Early
Learning
Centre (ELC)
Year 1
Years 2 to 6
Social/Emotional Support
Fine motor skills
development
Academic Support
Literacy, Numeracy
English Additional
Language
Speech and Communication
Therapy
After School Activity
● Academic support includes support for high achieving students as well as
those achieving below expected level.
● Literacy support includes the ‘Reading Recovery’ programme for students
in Year 2 provided by trained Reading Recovery specialists.
● EAL is provided by four teachers for students in Year 2 and above.
● A homework after school activity gives students an opportunity to receive
extra support.
The SIT in conjunction with the classroom teacher formulates each student’s
support programme and monitors progress.
Individual Learning Plans
Individual Learning Plans (ILP) are developed by Learning Support staff and
classroom teachers for all students who have recommendations from an external
assessment.
Fine Motor skill support (Handwriting without tears) is provided for students in
Yrs 1 - 6.
Support in Secondary
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Years 7-10 EAL students receive push-in / pullout support on a needs basis.
Support is also provided for students who have a formal diagnosis for a learning
difficulty.
Mathematics Support
This may take the form of additional after school peer tutoring sessions and
individual student coaching sessions by teachers. The Mathematics and Learning
Support Leaders of Learning oversee this support.
After School Learning Support Opportunities
After school support with homework, assessments and test preparation is
offered from 3-4pm. Students are referred by a teacher or parent, or a student
may elect to attend these sessions.
Literacy Support
An after school language programme ‘Headway’ is offered to EAL students who
are identified as having a low level of English language.
Social Emotional Support in Secondary
Two counsellors and a part-time psychologist oversee the social and emotional
needs of Secondary students. One counsellor offers guidance with careers and
university applications for Year 11 - 13 students. The counsellors and
psychologist are members of the Child Study Team.
Individual Learning Plans
Individual Learning Plans (ILP) are developed by Learning Support staff and
classroom teachers for all students who have recommendations from an external
assessment.
Modification, Accommodations and Exemptions
Modifications are changes in learning outcomes for the student. Modifications
are made when the regular curriculum expectations are either beyond the
student’s level of ability or readiness or when they have already mastered those
standards. Changes are made to the curriculum to provide opportunities for
students to participate meaningfully and productively along with other students
in the classroom.
Modifications are determined by the Secondary CST and the Primary SIT and are
approved by the respective Principals.
Accommodations are changes in how a student accesses information or
demonstrates assessment measures. The changes are made in order to provide
students with equal access to learning and equal opportunities to demonstrate
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learning. Accommodations are simply different approaches to achieving the
same curricular goals.
Accelerations are considered exceptional cases and may occur when students
are achieving at a level well above their age cohort. Factors such as social and
emotional maturity are taken into account and the principal makes decisions
after discussions with CST and SIT along with relevant teachers and the parents.
Retentions are considered exceptional cases and may occur when students are
achieving at a level well below their age cohort. Decisions are made on a case-bycase basis by the principal after consideration by the CST/SIT teams in
collaboration with relevant teachers. The Principal, Learning Support
Coordinator and teacher meet with parents before the March break to discuss
the recommendation that their child is retained the following year. However
before this formal meeting takes place there will have been recorded discussion
and consultation with parents indicating concern at their child’s progress.
Exemptions in the Secondary School may occur when the student requires
pullout support. The principal makes a decision on the exemption in consultation
with the CST, relevant programme coordinator and the parents of the student.
Assessments
Assessment plays a key role in determining the level of support a student needs
to access the school curriculum successfully.
External Assessments
“The school reserves the right to request that parents have their children
submitted for psychological, neurological or educational testing if there is a
reasonable concern about the student’s ability to be successful at the school. All
costs relating to the testing will be met by the parents. The results of the testing
must be made available to the School in English. The School reserves the right to
exclude students until the testing has been completed, or if the results of the
testing indicate that the School cannot adequately meet the needs of the student,
or the student’s presence in the School adversely affects the learning or well
being of other students.” (Luanda International School Policy Manual, 2011)
This request for testing is made through the Secondary CST or the Primary SIT.
These teams identify the types of assessment required and help parents access
appropriate testing centres if necessary. No classroom teacher recommends to a
parent that a child be assessed. If parents independently have testing conducted
without school input, the school reserves the right to request further testing.
Parents must give the school the name and contact of the assessor and the date
of assessment, to ensure the school has direct communication with the assessor.
The Learning Support Department has direct communication with the
assessment team and will be responsible to provide relevant information as
requested. Reports from school are emailed directly to the assessment team.
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Assessment of EAL students
The LAS links proficiency test is used to determine the level of support an EAL
student will need to access the curriculum.
There are 5 levels as follows: Level 1 Beginner, Level 2 Early Intermediate, Level
3 Intermediate, Level 4 Proficient, Level 5 Above Proficient.
Exiting EAL
To exit the Primary EAL programme, a student must achieve at level 4 or above.
However a student who has been in the EAL programme for three years but who
does not achieve Level 4 on the LAS Links assessment is exited from the
programme and other means of support are considered.
Assessment and Learning Support in Primary
The Learning Support department uses a variety of assessments to determine
the level of support a student requires. These include:
 PROBE reading assessment of word accuracy and comprehension, Years 3
to 6
 PM Kit, reading accuracy and comprehension for early readers.
 Mathematics: GloSS, (Global strategies) Years 4 to 6.
 Mathematics: JAM (Junior Assessment in Mathematics), Years 1 to 3.
 English: LAS Links (EAL)
 English Language profile
 ISA (International School Assessments) Years 4, 5 and 6
 Class teacher assessments
These assessments are reliable indicators of a student’s achievement level and
are used by Learning Support teachers in conjunction with classroom teachers’
observations and assessments, to determine a student’s need for academic
support.
Assessment data are kept on the server: curriculum/Primary/201314/Assessment/ Class data
Assessment and Learning Support in Secondary
The Learning Support department uses a variety of assessments to determine
the level of support a student requires. These include:
 PROBE reading assessment of word accuracy and comprehension, Years 7
- 10
 Diagnostic Mathematics and English Placement tests
 Mathematics and English profile interviews
 English: LAS Links (EAL)
 Class teacher assessments
These assessments are reliable indicators of a student’s achievement level and
are used by Learning Support teachers in conjunction with classroom teachers’
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observations and assessments, to determine a student’s need for academic
support.
Assessment
data
are
kept
on
the
server:
curriculum/secondary/departments/learning support
Procedures and Practices
Identification and Referral process in Primary
A teacher completes and sends the LIS Learning Support Referral form to the
Learning Support Coordinator. The following areas for support are included on
the referral form:
● EAL
● Academic
● Social/Emotional wellbeing
● Speech / communication
● Behavioural
● Motor Skill coordination
Teachers are requested to include reason for referral, student’s strengths,
strategies / interventions implemented by teacher. The Learning Support
coordinator tables the referral at the weekly SIT meeting and if necessary
organizes one or more of the following: SIT discussion meetings, analysis of
assessment data, further assessment, observations, family meeting.
If support is necessary a plan of action is developed in consultation with the
classroom teacher. The plan is implemented. The referral form is on the server:
Curriculum/Primary/2013-14/Learning Support The Learning Support
Coordinator is responsible for formulating an Individual Learning Plan (ILP)
when required, and this is developed in consultation with relevant teachers. On
completion, the ILP is shared with parents.
Identification and Referral process in Secondary
The subject teacher or homeroom teacher completes the online Learning
Support Referral form. The following areas for support are included on the
referral form:
 Learning / academics
 Organization / ATL / Study Skills
 Attention / concentration
 Fine / gross motor skills
 Social / emotional wellbeing
 Behavioural
 EAL
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 Speech / communication
The Leader of Learning organises one or more of the following: CST discussion
meetings, analysis of assessment data, testing, observations, meeting family, etc.
If support is necessary a plan of action is developed in consultation with
teachers. The plan is implemented.
All resources related to referrals are located on the secondary Google site
under Learning support.
Administration
Student Records and Confidentiality
● Primary and Secondary sections have locked private folders on the server
accessible only by the respective CST/SIT and leadership teams.
● A database of all students in each section receiving learning support is
kept in the respective Learning Support folders on the server and is
accessible to all teachers.
● Individual Learning Plans are sent to relevant teachers and also stored in
locked student files on the server.
Communication
SIT and CST provide up to date information to stakeholders including twice
yearly formal written reports, Parent Teacher conferences and student-led
conferences.
Additional information may include:
 Parent meetings / emails / skype calls
 Formal student teacher parent meetings
 Updates with external agencies
 Parent teacher conferences
 Teacher mentors
Transition
Transition between sections is planned and documented and includes handover
information for any student receiving learning support.
Policy Review
This policy is due for renewal January 2016
Terminology
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LSD - Learning Support Department (Primary)
SIT - Student intervention team (Primary)
LST - Learning Support Team (Secondary)
CST - Child Study Team (Secondary)
EAL – English as an Additional Language (Secondary)
Appendices
1.
2.
3.
4.
5.
6.
7.
8.
Learning Support coordinator job description
Referral process diagram
ILP template (secondary and primary)
Language Profile
Observation form
CST meeting templates
Record of parent communication template
Counselling meeting template
Work Cited
“International Baccalaureate: Meeting student learning diversity in the classroom.” Online
Curriculum
Center. May 2013: 1-56. International Baccalaureate. 10 Nov. 2013.
<http://occ.ibo.org/>
“Learning diversity in the International Baccalaureate programmes: Special educational
needs within the
International Baccalaureate programs.” Online Curriculum Center. Aug. 2010: 1-10.
International
Baccalaureate. 10 Nov. 2013. <http://occ.ibo.org/>
“Learning support at ISB.” 10 Nov. 2013
<http://www.isb.be/uploaded/Learning/Learning_Support/ISB_learning_support_09WEB.pdf>
"Luanda International School Assessment Policy". Oct 2011. Luanda International School.
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"Luanda International School Assessment Practices in the PYP". Oct 2011. Luanda
International School.
"Luanda International School Language Policy". Feb 2010. Luanda International School.
"Luanda International School Policy Manual". 27 May 2011. Luanda International School.
“MYP: From principles into practice.” Online Curriculum Center. Aug. 2008: 1-109.
International Baccalaureate.
10 Nov. 2013. <http://occ.ibo.org/>
Pelletier, Kristen, et al. "The Next Frontier: Inclusion in International School: A Practical
Guide for School
Leaders." Practical Guide. (2011) Next Frontier Inclusion. 10 Nov. 2013.
<http://www.nextfrontierinclusion.org/wp-content/uploads/2013/04/NFI-PracticalGuide.pdf>
“Programme standards and practices.” Online Curriculum Center. Jan. 2014: 1-34.
International Baccalaureate.
19 Feb. 2014. <http://occ.ibo.org/>
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